ARTIFICIAL INTELLIGENCE

INTEGRATION IN SOCIAL SCIENCE

Curated with support from Intel®
 ACKNOWLEDGEMENTS
Patrons:

• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Education, Government of India

• Sh. Sanjay Dhotre, Minister of State for Education, Government of India
• Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy, Ministry of
Education, Government of India

Advisory, Editorial and Creative Inputs:

• Mr. Manoj Ahuja IAS, Chairperson, Central Board of Secondary Education

• Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education
• Dr. Biswajit Saha, Director (Skill Education & Training), Central Board of Secondary Education
• Ms. Shweta Khurana, Director-Asia Pacific & Japan, Global Partnerships & Initiatives, Intel

Value Adder, Curator and Co-Ordinator:

• Sh. Ravinder Pal Singh, Joint Secretary, Department of Skill Education, Central Board of Secondary
Education

Content Preparation Team:

Ms. Sarita Manuja, Program Director, Nirmal Hriday Education Society

Ms. Sharon E. Kumar, Innovation and Education Consultant
Mr. Anoop Singh Rawat, Education Learning and Development Manager
Mr. Shivam Agrawal, Coach Intel AI4Youth Program
Ms. Manjari Arora G D Goenka Public School, Sec-22 Rohini, Delhi
Ms. Deepa Varyani G D Goenka Public School, Sec-22 Rohini, Delhi
Ms. Rakhee Jaswal Gurukul Global School, Manimajra, Chandigarh
Ms. Namrata Gurukul Global School, Manimajra, Chandigarh
Ms. Ruchi Jain Indirapuram Public School, Indirapuram, Ghaziabad (UP)
Ms. Neha Ojha Indirapuram Public School, Indirapuram, Ghaziabad (UP)
Ms. Padma Khatri KIIT World School, Pitampura, Delhi
Ms. Sukanya Ghosh Biswas NH Goel World School, Nardaha, Raipur, Chhattisgarh
Ms. B H Parmeshwari NH Goel World School, Nardaha, Raipur, Chhattisgarh
Ms. Prabhjot Kaur Salwan Public School, Part 2 , Sector-15 Gurugram (Haryana)
Ms. Shonali Verma Salwan Public School, Part 2 , Sector-15 Gurugram (Haryana)
Ms. Ancy Antony Salwan Public School, Sector C-7, Loni, Tronica City, Ghaziabad (UP)
Mr. Abhijit Salwan Public School, Sector C-7, Loni, Tronica City, Ghaziabad (UP)
Ms. Manisha Stepping Stones Senior Secondary School, Sec 37, Chandigarh
Ms. Shelly Bakshi The Olive School, Thol, Kurukshetra (Haryana)
Ms. Dheeraj Bala The Olive School, Thol, Kurukshetra (Haryana)

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 ABOUT THE BOOK

Artificial Intelligence (AI) is a Cognitive Science and the history of its evolution suggests that it has grown out
of the knowledge derived from disciplines such as Science, Mathematics, Philosophy, Sociology, Computing
and others. Hence, it is fair for any education system to recognize the importance of integrating AI Readiness
to maximize learning across other disciplines.

AI is being widely recognized to be the power that will fuel the future global digital economy; and has gained
geo-strategic importance. A large number of countries are striving hard to stay ahead with their policy
initiatives, to get their youth ready to function in an environment driven by AI and other emerging
technologies.

India’s own AI Strategy identifies AI as an opportunity and solution provider for inclusive economic growth
and social development. The report also identifies the importance of skills-based education ( as opposed to
knowledge intensive education), and the value of project related work in order to “effectively harness the
potential of AI in a sustainable manner” and to make India’s next generation ‘AI ready’.

CBSE has introduced Artificial Intelligence as an optional subject at Class 9 from the Session 2019-2020
onwards and has been conducting trainings for Teachers on how to use AI in the Classroom. A Training
Video has also been prepared to assist the same.

CBSE has also announced AI as a multi-disciplinary integrated pedagogical approach to further enhance
teaching and learning across classes 6 to 10. This document is an attempt to propose how schools may train
the trainers to match relevant topics/ themes from the curricula with AI concepts. It contains details on the
importance of Artificial Intelligence and Artificial Intelligence Tools as a pedagogical support for experiential
learning. Guidelines for Teachers can be found in the form of Lesson Plans integrating AI in Classroom
Teaching.

How this Integration Document was created

In keeping with the vision of CBSE to introduce and train Teachers on AI readiness, and the usage of AI in
classroom teaching and learning practices; a series of online webinars were conducted with AI experts and
Teachers of various Subjects from CBSE Schools. (see Figure 1)

Lesson Plans in each Subject were discussed and written, and a suggestive list of activities and projects
integrating Artificial Intelligence into regular subject teaching was curated and compiled. An AI Glossary,
relevant to each Lesson Plan was created to facilitate ease of reference and usage. At the same time a
comprehensive glossary of AI Tools used by all the subject teachers has been added to each of the subject
document. for reflection and necessary follow up by teachers.

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 Organized
Identified Developed Lesson
Created a Working Exhaustive four Day Validated each
competent CBSE Plans across
Group and Webinars per Lesson Plan and
School Teachers Subjects and
Oriented them on subject to added a Glossary
with background in Mapped them with
the AI Readiness Brainstorm and for Ready
different Subjects, various Artificial
Curriculum and Identify Chapters Reference and Ease
AI, Integration, Intelligence Tools
Integration Process for Integration of Use
Training and Applications
from each Subject

Figure 1: How this Integration Document was created

It is important to understand that AI is one of the cognitive science disciplines that provides tools to build
intelligence in contrast to other disciplines that just study and analyze the external behavior of intelligent
agents. Realizing this need, it has been decided that all teachers teaching in CBSE schools should familiarize
themselves with the prevalent AI knowledge and use it to make learning of their subjects more effective and
student centered. It is visualized that such a step would help to build larger understanding of AI among
teacher and student communities.

It is highly recommended that teachers explore the Exemplar Lesson Plans and Glossary in this document,
and go beyond what has been showcased, to develop more such exemplars and teaching methodologies
integrating Artificial Intelligence in day to day learning across subjects, for students.

Disclaimer: Individual lesson plans have been created and edited

by the contributing teachers as per their respective beliefs and
understanding. The originality of their perception has been
maintained while curating this document

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 CONTENTS
Chapter 1: An Introduction to Artificial Intelligence
1.1 An Introduction to Artificial Intelligence 7
1.1.1 History of Artificial Intelligence 8
1.2 AI in Education 8
1.3 CBSE’s initiative on Artificial Intelligence 9
1.4 Twin Initiative on AI 10
1.5 AI Integrated Education 11
1.6 An AI Integrated Class 13
1.7 AI can help Teachers to Achieve the Desired Learning Outcomes 13
1.8 Effective Pedagogy Incorporating AI in the Classroom 14
1.9 Role of Schools in the Success of CBSE Directive for AI Integrated Learning 15
1.10 Meeting National Goals of NCF/ NCERT/ NA through AI Integration 16
1.11 AI Optimism 18
1.12 AI as mentioned in the National Education Policy 2020 18

Chapter 2: How to Integrate AI in School Teaching– A Call to Teachers

2.1 AI Is not alone 19
2.2 Principles of AI integrated learning 19
2.3 Objectives of AI integrated learning 19
2.4 Practice AI+X Paradigm for Integration 20
2.5 Artificial Intelligence Concepts Pervade Mainstream Disciplines 20
2.5.1 Skills Assessed 20
2.5.2 Suggestive Assessment Approaches for AI 21
2.5.3 Assessment Rubrics 21

Chapter 3: AI Integrated Lesson Plans

SOCIAL SCIENCE
Class Chapter/Topic Book (NCERT)
3.1 Panchayati Raj Social and Political Life-1 22
3.2 Ashoka Our Past – I 26
3.3 Motions of the Earth Our Environment -1 28
3.4 What is Government Social and Political Life-1 30
6 3.5 Rural Administration Social and Political Life-1 33
3.6 New Empires And Kingdoms Our Past – I 37
3.7 What books and burials tell us Our Past – I 39
3.8 Urban Administration Social and Political Life-1 41
3.9 On the Trail of the Earliest People Our Past – I 45
3.10 Inside Our Earth Our Environment 47
3.11 Struggles for Equality Social and Political life –II 49
3.12 Advertising and media Social and Political life –II 52
3.13 Water Our Environment 55
7 3.14 Natural and Human Environment Our Environment 58
3.15 Our Changing Earth Our Environment 60
3.16 Life in the Deserts Our Environment 62
3.17 Natural Vegetation and Wildlife Our Environment 64
3.18 Air Our Environment 66

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 3.19 History – How, When and Where Our Pasts-III 68

3.20 Mineral and Power Resources Resources and Development 70

3.21 British Administration in India Our Pasts-III 72
3.22 Judiciary Social and Political life-III 75
3.23 From Trade to Territory Our Pasts-III 78
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3.24 The Making of the National Movement 80
: 1870s -1947 Our Pasts-III
3.25 Land, Soil, Water, Natural Vegetation 82
and Wildlife Resources Resources and Development
3.26 Women, Caste and Reforms Our Pasts-III 84
3.27 When People Rebel Our Pasts-III 88

3.28 Poverty Economics 89

3.29 Electoral Politics Democratic Politics-I 93

3.30 Climate Contemporary India-I 95
3.31 The French Revolution India and the contemporary world 97
9 3.32 People as Resources Economics 102
3.33 The Story Of Village Palampur Economics 105
3.34 Natural Vegetation and Wildlife Contemporary India-I 108
3.35 India Size & Location Contemporary India-I 111
3.36 Forests Society and Colonialism India and the contemporary world 114
3.37 Water Resources Contemporary India 118
3.38 Nationalism in India India and Contemporary World-II 122
3.39 Political Parties Democratic Politics-II 124
3.40 Democracy and Diversity Democratic Politics-II 126
10 3.41 Globalisation Understanding Economic Development 129
3.42 Money and Credit Understanding Economic Development 131
3.43 Sectors of the Indian Economic Understanding Economic Development 134
3.44 Agriculture Social Science Contemporary India-II 136
3.45 Nationalism in Europe India and Contemporary World-II 140

Chapter 4 Appendices
4.1 Appendix 1 – Artificial Intelligence Curriculum, Class 9 144
4.2 Appendix 2 – Artificial Intelligence Curriculum, Class 10 150
4.3 Appendix 3 – AI Learning Outcomes 152
4.4 Appendix 4 – AI Capabilities 153
4.5 Appendix 5 – AI Integrated Lesson - Assessment Rubric 154
4.6 Appendix 6 – AI versus Internet of Things (IOT); AI versus Virtual Reality (VR) 155
4.7 Appendix 7 – Translating AI on Ground 156
4.8 Appendix 8 – Artificial Intelligence Tools – a ready reference 157

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 CHAPTER 1
AN INTRODUCTION TO ARTIFICIAL INTELLIGENCE

1.1 What is Artificial Intelligence?

Artificial Intelligence has always been a term which intrigues people all over the world. Artificial Intelligence
(AI) refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem
solving and decision making; it is inspired by the ways people use their brains to perceive, learn, reason out
and decide the action.
Various organizations have coined their own versions of defining Artificial Intelligence. Some of them are
mentioned below:

NITI Aayog: National Strategy for Artificial Intelligence

AI refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem
solving and decision making. Initially conceived as a technology that could mimic human intelligence, AI has
evolved in ways that far exceed its original conception. With incredible advances made in data collection,
processing and computation power, intelligent systems can now be deployed to take over a variety of tasks,
enable connectivity and enhance productivity.

World Economic Forum

Artificial intelligence (AI) is the software engine that drives the Fourth Industrial Revolution. Its impact can
already be seen in homes, businesses and political processes. In its embodied form of robots, it will soon be
driving cars, stocking warehouses and caring for the young and elderly. It holds the promise of solving some
of the most pressing issues facing society, but also presents challenges such as inscrutable “black box”
algorithms, unethical use of data and potential job displacement. As rapid advances in machine learning
(ML) increase the scope and scale of AI’s deployment across all aspects of daily life, and as the technology
itself can learn and change on its own, multi-stakeholder collaboration is required to optimize accountability,
transparency, privacy and impartiality to create trust.

European Artificial Intelligence (AI) leadership, the path for an integrated vision AI is not a well-defined
technology and no universally agreed definition exists. It is rather a cover term for techniques associated
with data analysis and pattern recognition. AI is not a new technology, having existed since the 1950s. While
some markets, sectors and individual businesses are more advanced than others, AI is still at a relatively
early stage of development, so that the range of potential applications, and the quality of most existing
applications, have ample margins left for further development and improvement.

Encyclopedia Britannica
Artificial intelligence (AI), is the ability of a digital computer or computer-controlled robot to perform tasks
commonly associated with intelligent beings. The term is frequently applied to the project of developing
systems endowed with the intellectual processes characteristic of humans, such as the ability to reason,
discover meaning, generalize or learn, from past experience.

In other words, AI can be defined as:

AI is a form of intelligence, a type of technology and a field of study. AI theory and development of
computer systems (both machines and software) are able to perform tasks that normally require
human intelligence. Artificial Intelligence covers a broad range of domains and applications and is
expected to impact every field in the future. Overall, its core idea is building machines and algorithms
which are capable of performing computational tasks that would otherwise require human like brain
functions.

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1.1.1 History of AI – Live Science
The beginnings of modern AI can be traced to classical philosophers' attempts to describe human thinking
as a symbolic system. (see Annexure 4.5) But the field of AI wasn't formally founded until 1956, at a
conference at Dartmouth College, in Hanover, New Hampshire, where the term "Artificial Intelligence" was
coined. The graphic below appropriately explains why AI is a live science, what are the ups and downs in
the pace of AI journey and how AI progressed in this domain from the year 1930-2000.

http://sitn.hms.harvard.edu/flash/2017/history-artificial-intelligence/

1.2 What do we understand by AI in EDUCATION?

An effective education system has the dual responsibility to develop the most critical resource (i e the human
resource) of a nation.1-, that the younger generations must be educated in a way that they are ‘ready for life’
and are positive contributors to the advancement & enrichment of their nation.2- , they must be exposed to
such learning environments with the help of updated tools and enlightened teachers so that their learning
outcomes can be maximized and suited to the potential of every learner. In order that modern-day education
achieves its goals of making its students ‘AI Ready’, it is imperative to know what K-12 learners must
experience and confront in their day to day life.

AI is underlying the multitudes of its applications in the world; it encompasses and works on an array of
capabilities which have universal application in different areas of study and operations. Some of the most
important AI competencies with significant commonalities and connections with those of the other fields of
study are shown in the graphic below.

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http://www.fullai.org/short-history-artificial-intelligence/

A careful study of the above graph would lead us to believe that many of the technologies and the underlying
principles that each of these follows, have a strong correlation with the teaching learning processes at school
as well as college levels. Hence it is necessary that AI should not only be introduced as a subject in the
school curricula, but also should become a link to teach other subjects at all the levels. Many of the AI based
applications are now available to facilitate a learner to learn in his own unique way and at his own pace.

1.3 What is CBSE’s initiative encompassing Artificial Education?

Making school students ‘AI Aware’ or forging ‘AI Readiness’ among students is a huge task indeed. Central
Board of Secondary Education has taken a ‘twin initiative’ in this regard.
First is to introduce AI as an elective subject in classes 8,9 and 10. To begin with, schools have to apply to
CBSE and be approved to run this course. AI curriculum for classes 8 and 9 has been chalked out and a
Facilitators’ Handbook has been produced. CBSE is also supporting extensive teacher training for the
teaching of AI in schools.

The Second part of CBSE initiative deals with the premise that AI is a Cognitive Science which can be linked
to various subjects that concern themselves with cognition and reasoning. Almost every one of the school
subjects would fall in this domain. Be it - Mathematics, Computing, Neuro-Sciences, Psychology, Physics,
Economics, Sociology, Philosophy, Languages and some others. It is, therefore, mandated by CBSE that all
its schools begin to integrate AI with other disciplines from classes 1 -12.

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1.4 What is the rationale for this Twin Initiative?
Initiative 1: Artificial Intelligence permeates the length and breadth of the world we live in today. Our young
generation is witnessing many uses of AI every day. While Google manages our mail accounts, it also makes
suggestions about what words to use to respond to a given email and/ or project follow up reminders.
Facebook not only connects us with friends but also makes suggestions about our priorities, personal needs
and preferences. Today we witness smart parking spaces as well as have cars that park themselves. In
many advanced countries the traffic is monitored, controlled and managed by using the data collected of
moving traffic and prevalent weather conditions. Chat bots collect data for big and small businesses to assess
the market requirements of their products and also support the respective business houses in interaction
with the customer and resultant satisfaction. There are also AI powered devices to support households in
simple tasks such as cleaning etc. All the domains of life - from medicine to manufacturing to national security
and defense – are currently getting impacted by the use of Artificial Intelligence. Space missions, which
extensively use unmanned space shuttles and unmanned vehicles to traverse the unknown areas of other
planets, collect tremendous data not only to understand the planet they go to but also to acquire intelligence
about the betterment of their own operations in future. Hence, it is essential that students of today should
study this domain to understand and later be able to expand this knowledge in their own interest and in the
interest of humanity.

Initiative 2: It is important to understand that AI is one amongst the cognitive science disciplines that provides
tools to build intelligence in contrast to other disciplines that just study and analyze the external behavior of
intelligent agents. Realizing this need, it has been decided that all teachers teaching in CBSE schools should
familiarize themselves with the prevalent AI knowledge and use it to make learning of their subjects more
effective and student centered. It is visualized that such a step would help to build larger understanding of
AI amongst the teacher and student communities.

This document is an attempt to suggest how schools may train the teachers of class 6 –10
to relate to the relevant topics/ themes from their respective curricula with technologies
that AI deploys. The document will also showcase to the teachers the AI based tools that
can support and augment learning across disciplines, in and out of the classrooms. The
extensive AI glossary and the App Matrix is an effort to include a list of varied resources for
teachers to extend the integration activity to other topics of their respective subjects.

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1.5 What do we mean by AI Integrated Education?
AI integration with the other school disciplines is to be viewed from two different perspectives.

Perspective 1: While exploring the possibilities to integrate subjects with AI, it was felt that it can be a two-
way process. The teacher may select a topic from the subject that easily lends itself to any one of the AI
concepts. He/she would, then, either select the AI concept as a tool to teach the subject topic chosen by
him/her or using the understanding of the topic, he/she may be able to show a linkage to AI knowledge and
usage.
For example: ‘Data Collection’ is a familiar task in Mathematics and ‘Data Acquisition’ is an important basic
AI concept. The teacher may use an AI based app to demonstrate Data collection in a Mathematics Class
or teach the concept and functionality of the AI application through their understanding of the Data Collection
operations in Mathematics.

Perspective 2: A practicing teacher may consider one subject +AI integration with it, which is a simpler and
more functional approach.

The other approach could be to have inter disciplinary integration, in which the teacher may pick up one such
topic from her own subject that has relevance to other subjects also. Then, in consultation with other
teachers, the four of them could explore the same topic to achieve the learning outcomes of their respective
subjects, while at the same time integrating each subject with AI. (see example 2 below)

The former approach is feasible in normal classroom teaching, the later would have to take the shape of a
project and would have to be conducted in large class groups over a span of time.

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Interdisciplinary Integration with Artificial Intelligence - Class 9

AI Integration using AI Integration using

Google Story Speaker Computer Vision

AI Integration using Natural AI Integration using

Language Processing Data Exploration

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 Since, Artificial Intelligence is a Cognitive Science and the history of its evolution suggests,
it has grown out of the knowledge systems derived from other disciplines like Science,
Mathematics, Philosophy, Sociology, Computing and others, it is fair for students to see the
linkages. Hence, it is fair for any education system to recognize the importance of its
integration with the teaching of other disciplines, to maximize learning.

1.6 What would the students do in an AI integrated Class?

A working group at CBSE has put together 7 Big Markers that may be adopted to develop a structured action
plan by the teacher for K-12 learners.

# Marker 1. Identifying the problem is the starting point of the learning cycle; students of all levels without
any exception must be exposed to the skill of scoping and identifying the problem. Having done so, the
learners of all ages must learn the way to state the problem to their parents/ teachers/ themselves/
community/ team, they are working with or working for.
# Marker 2. Data acquisition related to the identified problem is another big domain for learning and it is a
logical next step to proceed with. Such an exercise will prepare the students to attempt the nuances of
problem solving which is also an important aspect of the AI project cycle.
# Marker 3. Computers are machines which can also ‘see’, ‘hear’ and ‘speak’. So, as such, they can be used
to collect data for us. Many applications are now available which make our machines very useful for this
purpose. An exposure to such capabilities of the machine needs to be explained to students of all grades.
By using AI in teaching, the expectation is that the teacher will lead students to identify these tools and
consequently use them to improve the learning process.
# Marker 4. Learners must learn to represent the collected data in the form of identifiable models. Once the
students have the data to solve the problem, they can progressively be made to develop the skill of
representing the collected data in visual presentations in the form of graphs, charts etc. The understanding
and skill to build such comprehensible models is critical learning for a 21st century student. Computers are
the given machines which help store data and represent models.
# Marker 5. Computers also learn by themselves from the newer data acquired by them to build newer and
better models in the future. With interaction of inputs from the training data available to the machines, just
like the human mind, the machines are able to produce entirely different models/ representations. Students
of all grades need to be made aware of such capabilities which make machines “intelligent”.
# Marker 6. For training the machine, it needs to interact with humans (intelligent agents); Though such
interactions make the machine more and more intelligent, it can never be presumed that the machine would
ever be as intelligent as humans are. It is highly impossible for the machine to reach the capabilities of the
human mind. The Robots (as these machines are sometimes called), would at their best be able to improve
the efficiency of human beings and never really be able to replicate it. Such debates need to be part of
discussions in the class when AI is integrated with other subjects.
# Marker 7. AI applications can be beneficial or harmful in the long run. What, when, where and to what
extent should these AI applications be built? At what stage and in what ways can an AI based application be
used or not used? Students of all age groups in class 1-12 should be sensitized to AI ethics through different
simulations, role plays, discussions and debates.

1.7 How can AI integrated teaching help teachers to achieve the desired learning outcomes?
While the debate regarding how much screen time is appropriate for children rages on among educators,
psychologists, and parents, Artificial Intelligence and Machine Learning are additional emerging technologies
that are beginning to alter education institutions and changing how education may happen in the future. Even
though most experts believe the critical presence of teachers is irreplaceable, there have to be many changes
to the way a teacher’s job is done and to educational best practices.

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As AI educational solutions continue to mature, the hope is that AI will help fill need gaps in learning and
teaching and allow schools and teachers to do more than ever before. AI can drive efficiency, personalization
and allow teachers some extra time to deploy their understanding and adaptability—uniquely human
capabilities, to teach, where machines would struggle. By leveraging the best attributes of AI machines and
teachers, the education system will be driven towards the best outcome for students. Since the students of
today will need to work in a future where AI is no longer a notion but is the reality, it’s important that our
educational institutions expose students to updated technologies and their usage. No one can deny the fact
that AI capabilities would help teachers to achieve desired learning outcomes, in the following five-fold ways:

Once AI tools are in operation, the teacher will be facilitated, to have more spare time in the classroom. So,
she/he can now focus on unique learning styles of her students. Having assumed the AI capabilities, she/he
can also in turn, focus suitably on the challenge of developing the skills of language processing, reasoning
and cognitive modelling.

1.8 Does AI integration in Education promote ‘Effective Pedagogy’ in the classroom?

Since all cognitive domains of education relate very closely to the concept of AI, it offers ample opportunities
for student engagement that cannot be found in lecturing out of the textbooks within the fixed four walls
setting of the classroom. In an era termed as AI SPRING, AI and machine learning are growing dynamically,
they each have the potential to propel the other forward and accelerate the learning frontiers in a synergistic
fashion, along with the creation of newer innovative technologies. It is universally acknowledged that AI
would be the source and the cause of improving the teaching- learning methodology in the classroom.

In many parts of the world, especially in advanced nations, Machine Learning algorithms in the education
space, have already begun helping teachers fill the gaps, in the Subjects students are struggling with the
most.

As of today, the list of such AI based pedagogical practices is long. A motivated and enlightened teacher
would come across many such tools and practices during her research which can be profitably used by her
from time to time in the interest of her students.

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1.9 What is the role of Schools in the success of CBSE directive for AI integrated Learning?
Much of the professional world which today’s student is going to face 10 or 15 years from now, will be
increasingly based on and derived from AI technologies. Hence there is dire need for the present generation
of young students to be exposed and empowered enough to understand and practice AI competencies in
order to remain relevant to the times they live in. In doing so, while they benefit from an AI embedded world
now, later in their lives, they must also learn how to identify and perceive the challenges that extensive use
of AI may pose. Taking a cue from proactive thinking of CBSE about its responsibility towards the students
studying in its affiliated schools, it is high time that the leadership in CBSE schools in particular, pledge their
support to the task of sensitizing their students about AI in their lives and teach them to be positive
contributors towards AI development in the larger interest of the society they live in.

The outcome of the twin initiatives of CBSE would depend on the way schools perceive and implement it,
the way teachers engage with it and plan some of their lessons, so that the resultant understanding about
AI amongst the students is logical. Once the trigger is positive, we believe a large population of students
would go on an ‘auto’ mode to explore AI domains and get sensitized to AI applications. It has been observed
that some teachers suffer from a complex that anything that is technology is computer based and anything
that is computer based is beyond their comprehension or reach. It is important to reiterate here that once the
teacher accepts the reality of AI inevitability in modern day living and its enhanced role in the future, she/he
would view this document and the suggestions made herein with an open mind. We hope that the support
material and examples provided in this document will serve as a useful trigger for practicing teachers to use
AI as a tool to enhance learning. With such a positive mindset, the schools and teachers would not only
augment their own AI awareness, but will also be seen empowering their students with the requisite AI
capabilities. They will find umpteen examples in their respective environments to connect the knowledge of
individual subjects to AI technologies. It won’t be an exaggeration to state that many scenarios will be created
in such a collaboration of the teachers and the learners that AI integration will be an important case in study
maximizing student learning outcomes in such schools.

AI Implementation Procedures

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1.10 How would this AI integrated Learning help meet the national goals-NCF/ NCERT/ NA
This thought process is completely in sync with the National Policy stipulated by NITI Aayog in ‘Skilling for
the AI Age – Getting India Ready for the AI Wave’. Even the National Curriculum Framework developed
as far back as 2005, and the Position Paper on Education Technology have echoed similar outcomes that
AI integration is expected to achieve.

NITI Aayog Vision

“The Education sector needs to be realigned in order to effectively harness the potential of AI in a sustainable
manner. In primary and secondary schools, there is a need for transition to skill-based education in subjects
relevant to AI. Often criticized for being overly knowledge intensive, Indian education is in urgent need of
transition in subjects relevant to STEM, or computer-based education. As jobs based on technology become
prominent, so will the need to develop applied skills in a continuously changing environment.

Increased amount of project work across education levels, promoting schemes like Atal Tinkering Labs (ATL)
in schools, necessary changes in curricula in schools, are some of the steps that need to be considered.”

The National Curriculum Framework 2005

The aims of education as stated in the NCF are as follows:
Seeking guidance from the Constitutional vision of India as a secular, egalitarian and pluralistic society,
founded on the values of social justice and equality, certain broad aims of education have been identified in
this document. These include:
• Independence of thought and action
• Sensitivity to others’ well-being and feelings
• Learning to respond to new situations in a flexible and creative manner
• Pre-disposition towards participation in democratic processes, and
• The ability to work towards and contribute to economic processes and social change.

NCF has laid down five guiding principles for curriculum development:
• Connecting knowledge to life outside the school
• Ensuring that learning shifts away from rote methods
• Enriching the curriculum so that it goes beyond textbooks
• Making examinations more flexible and integrating them with classroom life, and
• Nurturing an overriding identity informed by caring concerns within the democratic polity
of the country.

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And for the aims of teaching, NCF states that:
• No system of education can rise above the quality of its teachers, and the quality of teachers greatly
depends on the means deployed for selection, procedures used for training, and the strategies
adopted for ensuring accountability
• Teaching should aim at enhancing children’s natural desire and strategies to learn
• Knowledge needs to be distinguished from information, and teaching needs to be seen as a
professional activity, not as coaching for memorization or as transmission of facts.
• Activity is the heart of the child’s attempt to make sense of the world around him/her. Therefore,
every resource must be deployed to enable children to express themselves, handle objects, explore
their natural and social milieu, and to grow up healthy.

The NCERT Position Paper on Education Technology (2.6) in its section 6.4.5 on In School Education
states that:
• “Move from a predetermined set of outcomes and skill sets to one that enables students to develop
explanatory reasoning and other higher order skills.
• Enable students to access sources of knowledge, interpret them and create knowledge rather than
be passive users.
• Promote flexible models of curriculum transaction.
• Promote individual learning styles.
• Encourage use of flexible curriculum content, at least in primary education, and flexible models of
evaluation.”

It further clarifies that:

”Computers are programmable devices. This very fact makes it possible for users to make demands on these
machines. This implies two things: first, that the computer ought to be capable of responding to intuitive
demands, and second, that the user communicates in a language that the computer can interpret.” and that
“The creative potential of the computer, and the liberating potential of the internet can only be unleashed
when we actively make these kinds of demands of these technologies. The students of the future should be
oriented to this possibility, allowing them to stand their ground amidst the technology mediated onslaughts
of the modern world. Integrating ICT into education will require that these aspects of the technology are
catered to as a whole.”
It is important to note that NCF observations were made as early as 2005 when the noise about AI was not
heard much, yet the ‘writing on the wall’ lends itself to endorsing the recent developments of AI in Education.

Hence, CBSE in its Circular No 14/ 2019 dated 09-03-2019 has clearly communicated that:
“Artificial Intelligence (AI) is being widely recognized to be the power that will fuel the future global digital
economy. AI in the past few years has gained geo-strategic importance and a large number of countries are
striving hard to stay ahead with their policy initiatives to get their country ready. India’s own AI Strategy
identifies AI as an opportunity & solution provider for inclusive economic growth and Social development.
The report also identifies the importance of skills-based education (as opposed to knowledge intensive
education), and the value of project related work in order to “effectively harness the potential of AI in a
sustainable manner” and to make India’s next generation to be ‘AI ready’.

As a beginning in this direction, CBSE has introduced Artificial Intelligence as an optional 6th subject
at Class 9 from the Session 2019-2020. To enhance the multidisciplinary approach in teaching
learning and also to sensitize the new generation, it has been decided that Schools may start AI
“Inspire module” of 12 hours at Class 8 itself.

17
1.11 OPTIMISM
It is interesting to present the following content of “Optimism” from the History of evolution of AI to add to
the reader’s understanding that seemingly unimaginable and impossible events actually happen due to
human effort, if a streak of positivity and optimism is maintained during the course of action.

*The Optimism
The first generation of AI researchers made these predictions about their work:

• 1958, H. A. Simon and Allen Newell: "within ten years a digital computer will be the world's chess
champion" and "within ten years a digital computer will discover and prove an important new
mathematical theorem."[57]
• 1965, H. A. Simon: "machines will be capable, within twenty years, of doing any work a man can
do."[58]
• 1967, Marvin Minsky: "Within a generation ... the problem of creating 'artificial intelligence' will
substantially be solved."[59]
• 1970, Marvin Minsky (in Life Magazine): "In from three to eight years we will have a machine with
the general intelligence of an average human being."[60]

https://en.wikipedia.org/wiki/History_of_artificial_intelligence

The ‘Optimism’ showcased by the researchers above, has to be simulated by the practicing teacher in terms
of AI Integration in their classrooms making their pedagogy more effective and maximizing the learning
outcomes of their students.

1.12 National Education Policy 2020

As per the National Education Policy 2020

The world is undergoing rapid changes in the knowledge landscape. With various dramatic scientific and
technological advances, such as the rise of big data, machine learning, and artificial intelligence, many
unskilled jobs worldwide may be taken over by machines, while the need for a skilled workforce, particularly
involving mathematics, computer science, and data science, in conjunction with multidisciplinary abilities
across the sciences, social sciences, and humanities, will be increasingly in greater demand

India is a global leader in information and communication technology and in other cutting-edge domains,
such as space. The Digital India Campaign is helping to transform the entire nation into a digitally empowered
society and knowledge economy. While education will play a critical role in this transformation, technology
itself will play an important role in the improvement of educational processes and outcomes; thus, the
relationship between technology and education at all levels is bidirectional.

Given the explosive pace of technological development allied with the sheer creativity of tech savvy teachers
and entrepreneurs including student entrepreneurs, it is certain that technology will impact education in
multiple ways, only some of which can be foreseen at the present time. New technologies involving artificial
intelligence, machine learning, block chains, smart boards, handheld computing devices, adaptive computer
testing for student development, and other forms of educational software and hardware will not just change
what students learn in the classroom but how they learn, and thus these areas and beyond will require
extensive research both on the technological as well as educational fronts

18
 CHAPTER 2

HOW to INTEGRATE AI in SCHOOL TEACHING – A CALL TO TEACHERS

2.1 AI is NOT ALONE

AI does not operate in silos nor is it a stand - alone field of study or practice. Many a times in Chapter 1, it
has been said that it drives its knowledge as well as has its applications across other domains of knowledge.
See below how the school domains of study (both formal and informal) interact with the concepts that Artificial
Intelligence follows.

AI CROSS BREEDS WITH OTHER SUBJECTS

Subject Domain What is Common with AI domain
Psychology How people perceive information, process it and build knowledge; how they
behave
Philosophy Mind as a physical entity, methods of reasoning, basis of learning,
foundations of language, rationality and logic
Neuro-Science How the basic information processing units - neurons process information
Mathematics Algorithms, computability, proof, methods of representation, tractability &
decidability
Statistics Learning from data, uncertainty/ certainty of modelling
Economics Rational economic agents, usefulness of data & models, decision theory
Linguistics Grammar, syntax, knowledge representations
Computer Science Building computers
Cognitive Sciences Processes & things in nature, interpretation of different phenomena & their
impact

2.2 PRINCIPLES of AI INTEGRATED LEARNING

AI creates some Essential Learning Experiences which are:
• Experiences of creating through the process of problem solving
• Experiences of informed decision making
• Experiences of self-reflection, values and ethics.
• Experiences for exploring future career opportunities
• Experiences of demonstrating responsible citizenship

2.3 OBJECTIVES of AI INTEGRATED LEARNING

AI integrated learning would help to develop Key Competencies for Lifelong Learning, some of which
are:
• Acquiring subject knowledge using AI as a tool
• Learning problem solving
• Innovativeness and taking initiative
• Application across key disciplines
• Developing interaction and Learning to Be
• Assuming Social responsibilities and applications
• Learning Vocational ethics
• Applying Communication skills

19
2.4 PRACTICE ‘AI+X’ PARADIGM for INTEGRATION
So, this could be the starting point for a practicing teacher. The teacher needs to go through the following
steps to integrate her normal lesson plan with AI.
Step 1- Identify the topic from the subject for which the subject teacher has certain teaching pedagogy; let
us call it ‘X’
Step 2- Research to find ‘AI’ concepts that show conceptual commonality with the subject and the topic.
Research to find ‘AI’ can be done with the help of any of the four resources given below
A) through online search
B) from the exemplars provided in this document
C) from the list of support material provided in this document in terms of ‘Additional Resources’ ‘AI
Concepts’ and ‘Glossary’
Step 3- Attach this ‘AI’ to ‘X’ in your lesson planning.
A) Discuss your lesson plan related requirement with your department colleagues or the computer
faculty. This now becomes X+AI or AI +X, where X is your subject topic.
Such “AI+X” or “X+AI” paradigm is advocated in our national policy document also.

2.5 ARTIFICIAL INTELLIGENCE CONCEPTS PERVADE MAINSTREAM DISCIPLINES

Artificial Intelligence cannot be divorced from other disciplines; its evolution and development is mutually
interlinked as shown in the table given below. Hence both the fields need to be linked for mutual benefit. As
educators, it is the right step to consider integration of AI with the other school disciplines where two different
approaches are possible:
a) AI as a tool to learn Mathematics, English, Science or Social Science or
b) Language or Mathematics and other disciplines as a tool to learn Artificial Intelligence

2.5.1 Skills Assessed

After completion of each unit, the students may be evaluated for the following skills:
Conceptual Skills Technical Skills Life Skills
- Problem Scoping - Ability to use AI - Thinking skills
- Problem statement powered Tools - Problem Solving skills
- Data Acquisition - Identifying linkage - Decision making Skills
- Data Exploration of AI Applications - Social Skills- Teamwork
with knowledge
- Graphical Representation of - Leadership
systems
data/ building models - Effective Communication
- Neural networks Skills
- 3 domains of AI – Data, - Oral & Written
Computer Vision & Natural Presentation Skills
language Processing
- AI Applications

20
2.5.2 Suggestive Assessment Approaches for AI

AI Theme
Project - Class
Topic
Oral
Feedback to
Who Will
Students &
Assess?
parents

Written Content of
the topic and
AI skills
Observations /
How will AI be What is to be
Techniques assessed? assessed?

2.5.3 Assessment Rubrics

SKILLS SUB SKILL Highly Proficient Proficient Beginner Teacher’s
ASSESSED Comments

(from 2.5.1 above)

AI CONCEPTS

THINKING
SKILLS

LIFE SKILLS

Also read Chapter 4 Appendix 6 for detailed Assessment Rubrics

21
 CHAPTER 3
AI Integrated Lesson Plans

SOCIAL SCIENCE
CLASS 6

3.1 Panchayati Raj

Chapter Covered Chapter 5 Panchayati Raj Integration of

Artificial Intelligence
Name of the book Social and Political Life -I, Class 6, NCERT
Subject and Understanding Panchayati Raj and its functioning using
Artificial the concept of Neural Networks in Artificial Intelligence
Intelligence
Integrated
Objectives ● To understand how a Neural network works
● To draw an analogy between Gram Sabha and Gram Introduction to Neural
Panchayat functioning and the way in which Neural Network using three
Network functions levels of Panchayat as
● To understand different levels of Panchayat. an analogy
● To understand the link between Gram Sabha and
Gram Panchayat
● To understand how Gram Sabha and Gram
Panchayat are different.

Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement
Material Required Pen, paper, blackboard, chalk, smartboard/screen and
projector, internet websites for data acquisition & laptops
Pre- Preparation The students are given a presentation on how Neural
Activity Networks function and are made to play the Neural
Network Game
Previous Students are asked what they know about how
Knowledge governance in rural areas function
Introduction There is a class discussion on common problems
encountered in rural areas and how government policies
have been formulated to resolve these
Methodology ● The teacher leads the students to role play with a
situation involving a common problem in a rural area
with a plaintiff and a Panchayat and how the
Panchayat takes action to resolve the problem
keeping in mind the policies of the government
● The students are asked to present the role play
● The students are now asked to play the Neural
Network Game again with the Problem being given to
the input layer while the solution is derived and
presented by the output layer with help from the
hidden layers that will take government policies into Using Neural network
consideration while deriving a solution and passing it in AI to explain the
to the next layer. concept of layers of
● They are asked to present a final response to the Panchayati Raj
Problem and the solution as provided by the Gram
Panchayat.

Discussion on the There is an open discussion on:

Text ● What problems did the villagers have?
● How was this problem solved?

22
 ●
What is the importance of Gram Sabha?
●
Is there any link between Gram Sabha and Gram
Panchayat?
● What is the difference between Gram Sabha and
Gram Panchayat
Learning Outcomes • Students are able to understand how a Neural
network works
• Students are able to draw an analogy between Gram
Sabha and Gram Panchayat functioning and the way
in which Neural Network functions
• They will be able to understand different levels of
Panchayat and its functions.
• Students will be able to understand the link between
Gram Sabha and Gram Panchayat
• Students will be able to understand how Gram Sabha
and Gram Panchayat are different
Self-Evaluation and ● The students are asked to take the example of any
Follow-Up one task done by a Panchayat in their area or nearby
rural area and find out the following
● Why was it taken up?
● Where did the money come from?
● Whether or not the work has been completed

Follow-up Activity ● The students will be asked to identify more such

issues and look for solutions to the same

GLOSSARY:

1. AI Related Terminologies
Neural Networks

a. Neural networks are loosely modelled after how neurons in the human brain behave. The key advantage
of neural networks are that they are able to extract data features automatically without needing the input
of the programmer. A neural network is essentially a system of organizing machine learning algorithms
to perform certain tasks. It is a fast and efficient way to solve problems for which the dataset is very
large, such as in images.

b. This is a representation of how neural networks work. A Neural Network is divided into multiple layers
and each layer is further divided into several blocks called nodes. Each node has its own task to
accomplish which is then passed to the next layer. The first layer of a Neural Network is known as the
input layer. The job of an input layer is to acquire data and feed it to the Neural Network. No processing
occurs at the input layer. Next to it, are the hidden layers. Hidden layers are the layers in which the whole
processing occurs. Their name essentially means that these layers are hidden and are not visible to the
user.

23
c. Each node of these hidden layers has its own machine learning algorithm which it executes on the data
received from the input layer. The processed output is then fed to the subsequent hidden layer of the
network. There can be multiple hidden layers in a neural network system and their number depends
upon the complexity of the function for which the network has been configured.

2. AI Activity Description

Human Neural Network

Materials Required:
ITEM QUANTITY

Images (To be kept with the facilitator) 2

Post-It Notes 80

Sketch-pens 40

Game Structure:
Layers Number of Students Number of chits

Input Layer 7 6

Hidden Layer 1 6 4

Hidden Layer 2 6 2

Output Layer 1 -

TOTAL 20 -

Ground Rules:
● No one is allowed to talk or discuss till the game ends. Fun of the game lies in playing it honestly.
● Each layer should sit distant to each other.
● The image should only be shown to the Input layer and no one else.
● The game is supposed to be played silently. This means that one has to write a word on the chit and
pass on the chit without speaking out aloud.
● One needs to process the data as fast as possible, hence not much time can be taken to write and
pass on the chits.

24
 ● Input layer nodes cannot discuss the image shown with each other. Everyone has to use their own
discretion.
● No sentences or multiple words are to be written on the chit. Only one word per chit is allowed.
● Once the task of a layer is finished, that layer needs to go and sit aside and not disturb others till the
game ends.

Game Instructions:
• Input Layer:
- 7 students will be standing as the nodes of an input layer.
- All of them will be shown an image. After looking at it, they need to write 6 different words on 6
different chits. They have to choose the words which describe the image in the best way possible.
They can also repeat the words if needed.
- After making these chits, they need to pass on one chit to each of the nodes of hidden layer 1.
That is, 1 chit will be given to one member.
- Analogy with the chapter: The Input layer has an analogy with the common people of a village
who take their problems/issues to the panchayat. This is where the data starts flowing to the
Gram Panchayat which is the first tier of Panchayati Raj.

• Hidden Layer 1:
- 6 students will be standing as the nodes of hidden layer 1.
- Each of them will receive 7 chits from 7 different input nodes. Now they have to take a good look
at the chits and then write down 4 different words on 4 different chits. For this, they can either
use the same words as the input layer did, or they can make their own information (relevant to
the context) and write it.
- Now these 4 chits are to be given randomly to any 4 nodes of Hidden Layer 2. Out of the 6 nodes
of 2nd hidden layer, one can choose any 4 and give one chit to each. (For best results, each node
of hidden layer 2 should get almost the same number of chits thus the division should be done
properly)
- Analogy with the chapter: In this layer, the data fed by the people at the input layer has now
reached the Gram Panchayat. Gram Panchayat looks into the matter and tries to cull out the
important matters. The Gram Panchayat then holds a meeting for the same and carries forward
the crucial matters to the Gram Sabha.

• Hidden Layer 2:
- 6 students will be standing as the nodes of hidden layer 2.
- Each one of them will get some number of chits from the previous layer. Now they have to perform
the same task as hidden layer 1 and have to write down 2 different words on 2 different chits and
pass it on to the output layer.

- Analogy with the chapter: Now the information has reached the Gram Sabha from Gram
Panchayat. The role of Gram Sabha is to make sure that Gram Panchayat is doing their work
responsibly. Thus, Gram Sabha now looks into the matter and then after having meetings about
its implementation, it then goes to Zila Parishad for further permissions.

• Output Layer:
- Finally, the output layer node will get 12 chits. Now she/he has to understand all the words and
has to guess which image was shown to the input layer initially.
- Output layer will then write a summary out of all the words received to explain his/her deduction.
The summary should not be more than 5 lines.
- Analogy with the chapter: Zila Parishad is the highest authority for Panchayati Raj. The
information flows from the people to Gram Panchayat which then reaches the Gram Sabha and
finally comes to the Zila Parishad. Zila Parishad is responsible for getting the plans implemented
in their respective districts. Finally, Zila Parishad is responsible for showcasing the output of the
whole process and depending upon its efficient implementation, the whole system can be rated.

• Finally, the output layer presents this summary in-front of everyone and the real image is finally
revealed to all
• If the summary is accurate enough, the whole network wins else they lose.

25
SOCIAL SCIENCE
CLASS 6

3.2 Ashoka

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 8 - Ashoka, The Emperor who Gave up War

Name of the Book Our Past – I, Class – 6, NCERT

Subject and Artificial My Story Time and Inklewriter, AI tools integrated with
Intelligence Ashoka, The Emperor who gave up war.
Integrated

Learning Objectives • To understand how are the empires different from

kingdoms?
• To know more about Ashoka, the greatest ruler
and his inscriptions carved on pillars.
• To understand Ashoka’s Dhamma and the
problems that Ashok wanted to solve by
introducing Dhamma.
• To understand the different means adopted by
Ashoka to spread his message of Dhamma.

Time Required 2 Periods of 40 minutes each

Classroom Flexible Seating arrangement

Arrangement

Material Required Textbooks, Blackboard, chalk, laptop / desktop, internet

connection.

Pre – Preparation • Students are asked to read the Ashoka’s Inscription Google Lens is
Activities describing the kalingawar: Page No. 79. Teacher used for the image
would ask about their reflections on it. recognition of
Ashoka’s
Inscription for
providing visual
experience to the
students

Previous Knowledge Teacher would ask some kingdoms, kings and early
republic (reference Chapter 6 of Class VI)

Methodology Teacher would narrate the story of Ashoka, who gave up https://experiment
the war with the help of AI app. s.withgoogle.com
Mystorytimehttps://experiments.withgoogle.com/my- /my-storytime
storytime

26
 Learning Outcomes • The students would be able to understand how are
the empires different from kingdoms?
• The students would be able to Know more about
Ashoka, the greatest ruler and his inscriptions carved
on pillars..
• The students would be able to understand Ashoka’s
Dhamma and the problems that Ashok wanted to
solve by introducing Dhamma.
• The students would be able to understand the
different means adopted by Ashoka to spread his
message of Dhamma.

Follow up Activities Students would be asked to write a paragraph as follow

up activity: Suppose you had the power to inscribe your
orders, what four commands would you like to issue.

Reflections Students would be writing their paragraph on inkle writer. www.inklewriter.c

www.inklewriter.com. om

GLOSSARY:

AI related terminologies:

My Storytime: My Storytime is a new Google Experiment web application which allows users to record
stories to play back on Google assistant devices. Record stories from anywhere and play them back at
home with Google assistant.

https://experiments.withgoogle.com/my-storytime

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

www.inklewriter.com

Google Lens: Google Lens is an image recognition technology developed by Google, designed to bring up
relevant information related to objects it identifies using visual analysis based on a neural network.

27
SOCIAL SCIENCE
CLASS 6

3.3 Motions of the Earth

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Motions of the Earth

Name of the Book Our Environment, Class -6, NCERT

Subject and Data Acquisition and Exploration & Inkle Writer; AI tools
Artificial integrated with concept of Seasons, leap year, Rotaion and
Intelligence Revolution of the Earth.
Integrated

Learning • To understand the Rotation and Revolution of the Earth

Objectives and their effects with the use of AI
• The students will be able to understand the reason
behind the change in the season.
• The revolution of the earth will be shown by the system
map- Loopy. The link is given below-
• https://bit.ly/3lyjcnt
• Students will be able to understand the concept of
seasons and leap years.

Time Required 3-4 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Textbooks, Smart Board/ screen and projector, pen and
paper, Laptop or smart phone

Pre – Preparation A video will be shown to students to make them curious to

Activities learn about the topic-
https://www.youtube.com/watch?v=cDed5eXmngE
Time - :1:00 Min to 3:00 Min
Another video will be shown to students to make them
understand about the rotation and revolution of the earth.
https://www.youtube.com/watch?v=SCm5ws87uyY

Previous Some questions will be asked to understand their previous

Knowledge knowledge.
• What is the effect of Rotation?
• What are the impacts of Revolution in our life?
• What would happen If the Earth stopped rotating and
revolving?
• What is the Earth’s axis on which it is rotating?

Methodology Students will be shown videos. Data Acquisition

• They will be told why leap year occurs after every third Data Exploration
year.
• 3. Students will be asked to Collect the data which were
the leap years in past fifty years.
• 4. They will be asked to collect the data and find out next
time which year will be the leap year.

28
 Learning • They will be able to understand the importance of
Outcomes motions of the earth for their life.
• They will learn why and how an Extra Day is added in
leap year.
• They will also be able to learn how to calculate to get the
year of leap year.
• They will also learn why seasons change in Northern and
Southern Hemisphere.

Follow up The class will be divided in groups and every group will be
Activities provided with Post Worksheets containing some questions
like
• Why do Australians celebrate Christmas in summer
season?
• What is the day with most daylight hours called?
• What is the date of Winter solstice?
• What would be the result if The earth’s axis is not tilted
but straight up and down?
• What is the longest day of the year?
• The students will discuss within the group and answer the
questions.

Reflections Students will be asked to write a report on the basis of their http://www.inklewr
findings and learning. For report writing they can use iter.com/
inkelwriter

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could then be divided into two categories: Training Data and Testing Data.

The AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There
can be various ways in which you can collect data. Some of them are:

• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations

• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

www.inklewriter.com

29
SOCIAL SCIENCE
CLASS 6

3.4 What is Government

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: What is Government

Name of the Book Social and Political life -1, Class 6, NCERT

Subject and Mentimetre, AI Baloon Debate and My Story Time; AI tools

Artificial integrated with topic “What is Government”
Intelligence
Integrated

Learning To understand the need for universal adult franchise.

Objectives
To understand the the need and importance of government
and its various levels in a country.

To make them able to distinguish between democratic and

monarchical form of government.

To examine which form of government is better and why.

Time Required 3 Periods of 40 minutes each

Classroom Flexible.
Arrangement

Material Required Pen, paper, blackboard, chalk, smartboard/screen and

projector, internet.

Pre – Preparation Students would be asked to highlight the role of government

Activities through collage of newspaper headlines.

Previous Teacher will ask about the importance of government in our

Knowledge country. How does this help in developing systems in
country?

Methodology Activity 1: Explanation and Group Discussion:

Students are told about different levels of government in our
country.
Students are explained why the lawsare being made and
what to happen if someone breaks the law.
Students to be told about different type of governance in our
country.
Activity 2: AI Balloon Debate AI Balloon debate
Students would to be divided into group consisting four
students each.
Who should be thrown out of a hot air balloon?
By giving some points for debate -Health, Security, Service,
Transport, Entertainment
Students will be asked to justify the importance of universal
adult franchise and why democracy is characterized as best
form of government.

30
 Learning • The Students will be able to critically analyze the need
Outcomes for universal adult franchise.
• The Students will be able to understand why is a
democratic environment necessary for free and fair
treatment of citizens.
• The Students will be able to justify the need and
importance of government and its various levels in a
country.
• The Students will be able to distinguish between
democratic and monarchical form of government
• The Students will be able to analyse which form of
government is better and why.

Follow up Find out which countries follow monarchy and democratic Mentimeter
Activities forms of government. Carry out a poll using Mentimeter. https://www.mentim
eter.com/

Reflections Students asked to create their report how they will feel if My Storytime
they are compelled to stay and accept whatever goes in
your country giving your option. https://experiments.
withgoogle.com/my-
storytime
7

GLOSSARY:

AI integrated Terminology:

AI Balloon-BALLOON DEBATE: Session Preparation:

Logistics: For a class of 40 students [group activity – groups of 4]

Purpose: To introduce the concept of ethics (bias, access, privacy) in AI and its complexity.

Say: “We are going to debate about the boon and bane of various AI applications in the different industries
you researched about. This will be a 4 v 4 debate. As you know, each theme has been given to two different
teams. Now one team out of these two with be in affirmation with AI applications in their theme while the
other one will be against AI applications in the same theme. The debate will go theme by theme wherein
each member of the team will get a minute to speak. The first speaker of the affirmative team will start the
debate after which the first speaker of the rebuttal team will put their points. In this manner, each speaker
will get a minute to speak and finally one team will be chosen to be thrown out of the balloon debate
depending upon how convincing their points were. The speaker who speaks more than a minute will get his
team disqualified. You will get 15 minutes to prepare your points. And your time starts now!”

Their debate should be based on the research they did on their respective themes.

50

Imagine there are two families of four people out for a ride in a hot air balloon. Suddenly the balloon starts
to move towards the earth instead of staying airborne. To stabilize it, one family needs to take the parachute
and go out of the balloon or else it will come crashing down.

Different topics for debate could be given like-

Health, Security, Service, Transport, Entertainment

Groups can speak about for and against.

31
Reflect on the -
• With the increase in AI applications leading to replacing human workforce, do you consider it ethical to
incorporate the use of AI for various jobs?
• How do you think income would be shared if Ai is used in place of Human Workforce?
• AI will probably bring with it many Health benefits. How will these Health benefits be made accessible
and available to all the people in society?
• AI is a powerful tool in various fields, however depending on how it is used, it can either be a boon or
• a bane. Discuss.
• How can learning opportunities for AI be extended to all?
• How will human beings ensure that they stay ahead of Artificial Intelligence?

Menti meter

Teacher should expose students about the polling which takes places with the help of the menti meter within
the classroom.

https://www.mentimeter.com/

My Storytime

My Story time is a new Google Experiment web application which allows users to record stories to play back
on Google assistant devices. Record stories from anywhere and play them back at home with Google
assistant

https://experiments.withgoogle.com/my-storytime

32
SOCIAL SCIENCE
CLASS 6

3.5 Rural Administration

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 6: Rural Administration

Name of the Book Social and Political Life -I , Class 6, NCERT

Subject and AI integrated with understanding Rural Administration and its

Artificial functioning using the concept of Neural Networks in Artificial
Intelligence Intelligence
Integrated

Learning ● To understand the different structure of rural

Objectives administration.
● To understand the functioning of Tehsildar and Patwari
● To know the features of Hindu Succession Amendment
Act, 2005.

Time Required 2 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk,, internet websites for data
acquisition & laptops and performing the activity

Pre – Preparation The students are given a presentation on how Neural Neural Network
Activities Networks function and are made to play the Neural Network
Game

Previous Students are asked what do they know about Panchayat,

Knowledge Gram Sabha and their functions. A group discussion would
be organized on rural administration .

Methodology Activity 1: Role Play

The teacher will provide a situation which is given in the book www.inklewriter.
- an argument regarding the land record and how it will be com
resolved. Students will present a role play
Activity 2: case study
The students will prepare a case study on any one topic
related to the problems facing the women.

33
 Learning ● The Students will able to know how land related issues
Outcomes are solved in the rural areas.
● The Students will able to understand the different
structures of rural administration.
● The Students will able to understand the roles of Patwari
and Tehsildar .
● The Students will able to learn about HIndu Succession
Amendment Act, 2005.

Follow up ● Students will be asked to give the name of any one law
Activities related to the women .

Reflections Students will be asked what are the other problems faced by
Women in the society ·

GLOSSARY:

AI Related Terminologies

1. Neural Networks

Neural networks are loosely modelled after how neurons in the human brain behave. The key advantage of
neural networks are that they are able to extract data features automatically without needing the input of the
programmer. A neural network is essentially a system of organizing machine learning algorithms to perform
certain tasks. It is a fast and efficient way to solve problems for which the dataset is very large, such as in
images.

This is a representation of how neural networks work. A Neural Network is divided into multiple layers and
each layer is further divided into several blocks called nodes. Each node has its own task to accomplish
which is then passed to the next layer. The first layer of a Neural Network is known as the input layer. The
job of an input layer is to acquire data and feed it to the Neural Network. No processing occurs at the input
layer. Next to it, are the hidden layers. Hidden layers are the layers in which the whole processing occurs.
Their name essentially means that these layers are hidden and are not visible to the user.

Each node of these hidden layers has its own machine learning algorithm which it executes on the data
received from the input layer. The processed output is then fed to the subsequent hidden layer of the network.
There can be multiple hidden layers in a neural network system and their number depends upon the
complexity of the function for which the network has been configured.

34
2. AI Activity Description

Human Neural Network

Ground Rules

● No one is allowed to talk or discuss till the game ends. Fun of the game lies in playing it honestly.
● Each layer should sit distant to each other.
● The image should only be shown to the Input layer and no one else.
● The game is supposed to be played silently. This means that one has to write a word on the chit and
pass on the chit without speaking out aloud.
● One needs to process the data as fast as possible, hence not much time can be taken to write and
pass on the chits.
● Input layer nodes cannot discuss the image shown with each other. Everyone has to use their own
discretion.
● No sentences or multiple words are to be written on the chit. Only one word per chit is allowed.
● Once the task of a layer is finished, that layer needs to go and sit aside and not disturb others till the
game ends.

35
Game Instructions

Input Layer
- 7 students will be standing as the nodes of an input layer.
- All of them will be shown an image. After looking at it, they need to write 6 different words on 6
different chits. They have to choose the words which describe the image in the best way possible.
They can also repeat the words if needed.
- After making these chits, they need to pass on one chit to each of the nodes of hidden layer 1. That
is, 1 chit will be given to one member.
- Analogy with the chapter: The Input layer has an analogy with the farmers having information about
their farms like crop grown , fallow land , area , second crop grown , facilities etc .. This is where the
data starts flowing to the Patwari which is the first tier structure of rural administration .

● Hidden Layer 1
- 6 students will be standing as the nodes of hidden layer 1.
- Each of them will receive 7 chits from 7 different input nodes. Now they have to take a good look at
the chits and then write down 4 different words on 4 different chits. For this, they can either use the
same words as the input layer did, or they can make their own information (relevant to the context)
and write it.
- Now these 4 chits are to be given randomly to any 4 nodes of Hidden Layer 2. Out of the 6 nodes of
2nd hidden layer, one can choose any 4 and give one chit to each. (For best results, each node of
hidden layer 2 should get almost the same number of chits thus the division should be done properly)
- Analogy with the chapter: In this layer, the data fed by the people at the input layer has now reached
the Patwari . Patwari looks into the matter and tries to make the Khasra Record .

● Hidden Layer 2
- 6 students will be standing as the nodes of hidden layer 2.
- Each one of them will get some number of chits from the previous layer. Now they have to perform
the same task as hidden layer 1 and have to write down 2 different words on 2 different chits and
pass it on to the output layer.
- Analogy with the chapter: Now the information has reached the Tehsildar . The role of Tehsildar is
to supervise that Tehsildar is doing his work responsibly.

● Output Layer
- Finally, the output layer node will get 12 chits. Now she/he has to understand all the words and has
to guess which image was shown to the input layer initially.
- Output layer will then write a summary out of all the words received to explain his/her deduction. The
summary should not be more than 5 lines.
- Analogy with the chapter: District Collector is the highest authority in rural administration .. The
information flows from the people to Patwari , Tehsildar and District Collector .

● Finally, the output layer presents this summary in-front of everyone and the real image is finally revealed
to all.
● If the summary is accurate enough, the whole network wins else they lose.

3. Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

36
SOCIAL SCIENCE
CLASS 6

3.6 New Empires And Kingdoms

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 11: New Empires And Kingdoms

Name of the Book Our Pasts - I, Class 6, NCERT

Subject and Understanding the reasons and of Samantas becoming http://ncase.me/loo

Artificial powerful and its effects with help of AI Tool :Loopy & AI py/
Intelligence Ethics.
Integrated

Learning The students will be able to : Loopy to understand

Objectives • Analyze the relevance of Prashastis in the role of Samantas
understanding the contribution of rulers. https://bit.ly/2YK41xR
• Understand the genealogy of Gupta rulers.
• Understand how Samantas rose to power and
established their independent kingdoms.
• Compare the administration of Gupta empire with
present administration.
• Examine the role of assemblies in administration of
South India.
• Derive information about the life of ordinary people
through stories and plays written during that period.

Time Required 7 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, Paper, Whiteboard, Marker, screen and projector,

desktop, internet websites for data acquisition

Pre – Preparation The students are given instructions on how cause and
Activities effect relationship works and how does Loopy work

Previous The students will be asked about the inscriptions of

Knowledge Ashoka and then the teacher will relate it to the
Prashahtis. There is a class discussion to reason out
why these were written in praise of the kings.

Methodology Activity 1: Compose a Prashasti Loopy

The students are going to compose a prashastis for their http://ncase.me/loo
mother. This is how they will learn why Prashastis were py/
always written in the praise of the Kings.
Activity 2: Genealogy Chart
The students will make a genealogy for themselves
depicting at least three generations.
Activity 3: Map pointing
The students will get to know about different rulers and
Samudragupta’s policies towards them with the help of
map.
Activity 4: Study of Sources

37
 The students will read the Sources given on Pg. 118 and
119 and derive information about the life of ordinary
people.
Activity 5: Loopy
With the help of Loopy, the students will understand the
causes behind Samantas becoming powerful and its
effects.

Learning The students will be able to :

Outcomes • Analyse the importance of Prashastis with reference
to Allahabad Pillar inscription and Aihole inscription.
• Draw the genealogy of Gupta rulers.
• Compare the administration done in Gupta period,
South India and Present day.
• Critically examine the reasons for Samantas getting
into power.

Follow up Use the internet and collect some pictures of old coins
Activities of the Gupta dynasty. Also, Mention the information
that it provides.

Reflections Use of Ethics in AI to understand the how wars affect Ethics in AI

the lives of ordinary people.

GLOSSARY:
AI Related Terminologies
Loopy

It is an opensource tool to understand the concept of system maps. A system map shows the components
and boundaries of a system and the components of the environment at a specific point in time. With the help
of system maps, one can easily define a relationship amongst different elements which come under a system.
The map shows the cause & effect relationships of elements with each other with the help of arrows. The
arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A + sign indicated
positive relationship and a - sign indicates negative relationship between the elements. Considering the data
features of any problem to be solved, a system map can be drawn.

Loopy has been used with the topic of Samantas to show the reasons for Samantas becoming powerful and
the effect that it led to the decline of the empire.

Reasons have been shown in positive (+) while the effect has been shown through negative (-).

Ethics in AI

Artificial intelligence is a field that is boundless in today's time. There are a lot of scenarios that tell us that
ethical issues exist around AI. Hence, it is important to have an understanding of ethics in AI and to have
ethical guidelines which can guide us in such conditions where there is no clear definition of what is right or
wrong.

Ethics in AI has been used to understand the affects of wars on the lives of ordinary people.

38
SOCIAL SCIENCE
CLASS 6

3.7 What books and burials tell us

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Chapter 4: What books and burials tell us

Covered

Name of the Our Pasts-1, Class 6, NCERT

Book

Subject and Understanding the concept of burials using Artificial Intelligence

Artificial application. Silent sentinels- the story of megaliths, Burial sites
Intelligence and Social differences
Integrated

Learning • To understand the concept of megalithic burials.

Objectives • To establish the relationship between burial sites and social
status of people.
• To find out the possible occupations of people using AI tool.

Time Required 2 periods of 40 minutes each.

Classroom Flexible
Arrangemen

Material White board, marker, laptop/desktop and internet connection

Required

Pre – An audio visual documentary on megaliths will be arranged for https://youtu.be/6n07

Preparation the students on you tube in the classroom setting. 3lMgrJU
Activities

Previous Brain storming Activity:

Knowledge Students will be asked to write different sources of evidences
used in the past by archaeologist. Students will mention the
points or objects on the marker board.

Methodology Students are divided into pairs and asked to download Inkle https://inklewriter-
writer app. stories.fandom.com/
They will work in pairs to create an imaginary story depicting the wiki/Fantasy_stories
relevance of burials and social status of people.
They share their stories with each other.

Learning Students will be able to: Data acquisition and

Outcomes • Work together and develop team spirit. data exploration.
• Learn the skill of story Writing and Storytelling. https://datavizcatalo
• Collect data from various sources about the life and gue.com
occupations of people and present them in sequential order.
• Learn to built a narrative story depicting relevant information
regarding burial sites and the social status.

39
 Follow up Students can assess their performance by analysing the stories
Activities with other ones and try to use the AI features into an interesting
way.

Reflections Students will be able to mention the objects buried with them
and the occupations of people at that time·

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could then be divided into two categories: Training Data and Testing Data.

The AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There
can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:

• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

https://inklewriter-stories.fandom.com/wiki/Fantasy_stories

40
SOCIAL SCIENCE
CLASS 6

3.8 Urban Administration

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 7: Urban Administration

Name of the Social and Political Life - 1, Class 6 NCERT

Book

Subject and Understanding Urban Administration and its functioning using Using Neural
Artificial the concept of Neural Networks in Artificial Intelligence network
Intelligence in AI
Integrated

Learning • To understand who performs what role within the urban

Objectives administration.
• To understand how the various levels of administration at
the local level are interconnected.
• To understand Municipal Corporation elections, decision
making structures
• To understand Working and functions of the municipal
corporation, ward councillors and administrative staff.

Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Textbook, Pen, paper, white board/smart board, marker,

Required Laptops and Internet connection.

Pre – Video showing important places in a city

Preparation https://youtube.be/bR2m6whQv88
Activities

Previous The students shall be asked questions: 4 W CANVAS

Knowledge Who takes care of the people living in a village? How do they get • Who takes care
the basic facilities? of people in a
village?
• What are their
social issues?
• When and where
do villagers go to
get their
grievances
addressed?
• Why do we have
a panchayati
system?

41
 Methodology The teacher will lead the students to role play with a situation Using Neural
involving a common problem in an urban area with some people networkin AI to
complaining over the amount of garbage littered around in the explain the role of
neighbourhood and it being not collected by the garbage ward councillors
workers on time. and the
● The students are asked to present the role play administrative staff.
● The students are now asked to play the Neural Network Game
again with the Problem being given to the input layer while the
solution is derived and presented by the output layer with help
from the hidden layers that will take
government policies into consideration while deriving a solution
and passing it to the next layer.
● They are asked to present a final response to the problem and
the solution as provided by Municipal Corporation.

Learning • Students will be able to understand how a Neural network

Outcomes works
• Students will be able to draw an analogy between the ward
councillors and municipal corporations and the way inwhich
Neural Network functions.
• Students will be able to understand different levels of urban
administration and its functions.
• Students will be able to understand the Functions of ward
councillors and administratative staff and the commissioner
in an urban set up.

Follow up The students are asked to take the example of any one task
Activities done by the ward councillor in their area
• Why was it taken up?
• Where did the money come from?
• Whether or not the work has been completed?

Reflections The students will be asked to identify more suchissues and look www.inklewriter.co
for solutions to the same m

GLOSSARY:

1. AI related Terminology
• Neural networks are loosely modelled after how neurons in the human brain behave. The key advantage
of neural networks are that they are able to extract data features automatically without needing the input
of the programmer. A neural network is essentially a system of organizing machine learning algorithms
to perform certain tasks. It is a fast and efficient way to solve problems for which the dataset is very
large, such as in images.
• This is a representation of how neural networks work. A Neural Network is divided into multiple layers
and each layer is further divided into several blocks called nodes. Each node has its own task to
accomplish which is then passed to the next layer. The first layer of a Neural Network is known as the
input layer. The job of an input layer is to acquire data and feed it to the Neural Network. No processing
occurs at the input layer. Next to it, are the hidden layers. Hidden layers are the layers in which the whole
processing occurs. Their name essentially means that these layers are hidden and are not visible to the
user.

42
• Each node of these hidden layers has its own machine learning algorithm which it executes on the data
received from the input layer. The processed output is then fed to the subsequent hidden layer of the
network. There can be multiple hidden layers in a neural network system and their number depends
upon the complexity of the function for which the network has been configured.

2. AI Activity Description

Human Neural Network

Ground Rules
● No one is allowed to talk or discuss till the game ends. Fun of the game lies in playing it honestly.
● Each layer should sit distant to each other.
● The image should only be shown to the Input layer and no one else.
● The game is supposed to be played silently. This means that one has to write a word on the chit and pass
on the chit without speaking out aloud.
● One needs to process the data as fast as possible, hence not much time can be taken to write and pass
on the chits.
● Input layer nodes cannot discuss the image shown with each other. Everyone has to use their own
discretion.
● No sentences or multiple words are to be written on the chit. Only one word per chit is allowed.
● Once the task of a layer is finished, that layer needs to go and sit aside and not disturb others till the
game ends.

43
Game Instructions
Input Layer
- 7 students will be standing as the nodes of an input layer.
- All of them will be shown an image. After looking at it, they need to write 6 different words on 6
different chits. They have to choose the words which describe the image in the best way possible.
They can also repeat the words if needed.
- After making these chits, they need to pass on one chit to each of the nodes of hidden layer 1. That
is, 1 chit will be given to one member.
- Analogy with the chapter: The Input layer has an analogy with the farmers having information about
their farms like crop grown , fallow land , area , second crop grown , facilities etc .. This is where the
data starts flowing to the Patwari which is the first tier structure of rural administration .

● Hidden Layer 1
- 6 students will be standing as the nodes of hidden layer 1.
- Each of them will receive 7 chits from 7 different input nodes. Now they have to take a good look at
the chits and then write down 4 different words on 4 different chits. For this, they can either use the
same words as the input layer did, or they can make their own information (relevant to the context)
and write it.
- Now these 4 chits are to be given randomly to any 4 nodes of Hidden Layer 2. Out of the 6 nodes of
2nd hidden layer, one can choose any 4 and give one chit to each. (For best results, each node of
hidden layer 2 should get almost the same number of chits thus the division should be done properly)
- Analogy with the chapter: In this layer, the data fed by the people at the input layer has now reached
thePatwari . Patwari looks into the matter and tries to make the KhasraRecord .

● Hidden Layer 2
- 6 students will be standing as the nodes of hidden layer 2.
- Each one of them will get some number of chits from the previous layer. Now they have to perform
the same task as hidden layer 1 and have to write down 2 different words on 2 different chits and
pass it on to the output layer.
- Analogy with the chapter: Now the information has reached the Tehsildar. The role of Tehsildar is to
supervise that Tehsildar is doing his work responsibly.

● Output Layer
- Finally, the output layer node will get 12 chits. Now she/he has to understand all the words and has
to guess which image was shown to the input layer initially.
- Output layer will then write a summary out of all the words received to explain his/her deduction. The
summary should not be more than 5 lines.
- Analogy with the chapter: District Collector is the highest authority in rural administration .. The
information flows from the people to Patwari , Tehsildar and District Collector .
● Finally, the output layer presents this summary in-front of everyone and the real image is finally revealed
to all.
● If the summary is accurate enough, the whole network wins else they lose.

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

www.inklewriter.com

Problem Scoping: Problem scoping refers to understanding a problem and finding out various factors that
affect the problem. In this stage of the AI project cycle, 4W problem canvas method is used that helps the
user answer questions related to the problem thereby arriving at a definite problem statement. The 4Ws are
Who, What, When/Where and Why. The answers to these questions lead to a problem statement.

44
SOCIAL SCIENCE
CLASS 6

3.9 On the Trail of the Earliest People

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: On the Trail of the Earliest People

Name of the Book Our Pasts-1, Class 6, NCERT

Subject and Understanding the rock tools made by early man in different
Artificial stone ages using AI training and classification model
Intelligence
Integrated

Learning ● To know the reasons why early men were nomads.

Objectives ● To identify the rock tools made by early man in different
time periods/ Stone ages.
● To know the significance of rocks and Stone tools.
● To understand the journey of man from hunter gatherer
to food producer

Time Required 4 periods of 45 minutes

Classroom Flexible
Arrangement

Material Required Pen, Paper, Black/Green Board, chalk, Smart board, Internet
and Laptops

Pre – Preparation The students are given the chance to watch a video on the
Activities life of early people.

Previous Students are asked about

Knowledge What do they know about early man.?
How was the life of an early man?

Methodology • Students are asked to read about the life of an early man AI model
as a nomad and about the two techniques of making training and
stone tools. classification
• Students collect images of different stone tools made by
an early man and classify them on the information they Google Lens
have into
- Paleolithic tools
- Mesolithic tools
- Neolithic tools
• Comic stripe on how hunter gatherer changed into a food
producer.
• There will be discussion on
- Why early man a nomad?
- significance of stone tools.

45
 Learning Students will be able to :
Outcomes ● Analyse why early men were nomads.
● Identify rock tools used by early men in different stone
ages.
● Analyse the significance of stone tools.
● Understand the journey of man from hunter gatherer to
food producer

Follow up Students will collect some stones and try to use them as
Activities tools.
Students will use two techniques
● Stone on stone
● Pressure flaking
And try to make stone tools

Reflections Students will prepare a presentation on use of rocks in the

past and in the present and its significance.

GLOSSARY:

AI Related Terminologies
AI Model Training:

An algorithm is said to be artificially intelligent if it gets trained and can make decisions/predictions by its
own. The intelligence which a machine gains, comes by the training the machine with the appropriate dataset.
For example, a machine is to be created which needs to classify an image as either for example apple or
banana.

To achieve this task, the machine is trained with the images we required. The machine is tested by providing
image.

https://teachablemachine.withgoogle.com/models/WU_llfNfJ/

AI Activity Description:

Ask the students to understand the features of stone tools of all three stone ages and ask them to collect the
images of stone tools. Let students to classify the images as:

● Paleolithic period
● Mesolithic period
● Neolithic period
Once they are able to classify them, ask students about the approach they used and connect and explain
that this is how the AI machines do classification. The AI machines get trained on the basis of
knowledge(instructions) available and then give the desired classification.

Google Lens:

Google Lens is an image recognition technology developed by Google, designed to bring up relevant
information related to objects it identifies using visual analysis based on a neural network.

46
SOCIAL SCIENCE
CLASS 7

3.10 Inside Our Earth

Chapter Covered Chapter 2: Inside Our Earth Integration of

Artificial
Intelligence

Name of the book Our Environment, Class 7, NCERT

Subject and Artificial Understanding the structure of the Earth and types of rocks
Intelligence Integrated using AI training and classification model

Objectives ● To identify the different types of rocks by creating a

rock cycle
● To identify construction of various structures and list
the types of rock used for it.
Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk, smartboard/screen and

projector, internet, VR boxes & laptops

Pre- Preparation The students are given the chance to watch a video/VR
Activity presentation on the interior of earth

Previous Knowledge Students are asked what they know about various types of
rocks

Introduction There is an AV clip from “Journey to the Centre of the Earth”

shown to students in preparation for the lesson

Methodology ● Students are asked to read about the layers of the earth
and identify the various kinds of rocks
● They are asked to discuss about physical properties
and chemical composition of rocks and minerals.
● Now, the students start collecting the images of various
monuments and they try to identify which rock is used AI Model Training
to make which monument. and Classification.

Discussion on the Text There is an open discussion on:

● Three layers of the Earth?
● Rocks and types of rocks?
● Uses of rocks?

Self-Evaluation and ● The students are asked to collect pictures of some

Follow-Up monuments and find out which are the rocks used to
build them.

Follow-up Activity Make a presentation on your findings regards the

monuments identified and the type of rocks used to build
this monument

47
GLOSSARY:

1. AI Related Terminologies
AI Model Training: An algorithm is said to be artificially intelligent if it gets trained and can make
decisions/predictions by its own. The intelligence which a machine gains comes by training the machine with
the appropriate dataset. For example, a machine is to be created which needs to classify an image as either
an apple or a banana. To achieve this task, the machine is trained with hundreds of images of apples and
bananas each. While training, the machine extracts features from the image dataset of apples which would
help the machine classify any image of an apple as an apple. The same is done for the banana dataset.
Finally, after training, the machine is tested by providing an image of either an apple or banana. If the
machine is able to classify it correctly, the efficiency is said to be good else it gets re-trained on a better
dataset.

Training an AI model requires two datasets: Training Data and Testing Data. The machine is first fed the
training data from which it makes its own rules which help it to predict the output. Then the testing data is
used to check the efficiency of the model. Once training and testing is done, the model is deployed for use.

Classification: Machine Learning algorithms can be broadly classified into tree families: Supervised
learning, Unsupervised learning and Reinforcement learning. Classification is a part of Supervised learning
model. Classification models work on labelled datasets and are used to predict the label of the testing
dataset. For example, 100 images of apples and 100 images of bananas have been taken as a training
dataset for the AI model. These 200 images have been labelled as apples or bananas respectively. This
labelled data is then fed to the machine which trains itself by extracting common features from the dataset
and understanding which features come under the apple label and which ones come under the banana label.
At the time of testing, the machine takes an input image and extracts features from it which are then
compared with the features marked under both the labels. On the basis of the degree of similarity, the
machine will label the testing image as either apple or banana. This process is known as Classification.

2. AI Activity Description

Ask the students to understand the properties of all three types of rocks and ask them to collect the images
of various monuments in which the rocks have been used for construction. Let the students explore these
images and ask them to classify each of the images as igneous, metamorphic or sedimentary rock. Once
they are able to classify them, ask students about their approach to classification and explain that this is how
the AI machines do classification. The AI models get trained on the basis of knowledge (instructions)
available and then give the desired classification output.

48
SOCIAL SCIENCE
CLASS 7

3.11 Struggles for Equality

PARAMETERS DESCRIPTION AI CONCEPTS INTEGRATED

Chapter Chapter 10: Struggles for Equality

Covered

Name of the Social and Political life –II, Class – 7, NCERT

Book

Subject and AI integrated with Struggles for Equality: Tawa https://ncase.me/loopy/v1.1/?dat

Artificial Matsya Sangh- A case study a=[[[10,602,324,0.83,%22Strugg
Intelligence le%2520for%2520Equality%253
Integrated A%2520TMS%2520Case%2520
Study%22,4],[11,293,253,0.83,
%22Making%2520Dam%2520o
n%2520TAWA%2520River%252
C%2520MP%22,4],[12,503,100,
0.83,%22Acquistion%2520of%2
520land%253A%22,4],[13,702,4
2,0.83,%22Displacement%2520
of%2520People%22,4],[14,928,
213,0.83,%22Privatisation%252
0in%2520Fishing%22,4],[15,998
,441,0.83,%22Protest%2520by
%2520Displced%2520and%252
0federations%2520coming%252
0together%22,4],[16,726,516,0.8
3,%22Committee%2520recomm
ended%2520for%2520Right%25
20of%2520Displaced%2520%22
,4],[17,391,455,0.83,%22Better
%2520placement%2520and%25
20Livelihood%2520of%2520disp
lced%2520people%22,4]],[[11,1
2,13,1,0],[12,13,10,-
1,0],[11,14,73,-
1,0],[13,15,159,1,0],[15,14,17,-
1,0],[16,10,-
38,1,0],[15,16,16,1,0],[16,14,10,-
1,0],[16,17,18,1,0],[17,10,35,1,0]
,[10,11,-17,1,0]],[],17%5D

49
Learning • To understand Problem scoping and Loopy tool 4 W canvas
Objectives as AI tools to understand the problem of • 1 Who are the people
displaced people and for establishing cause and getting affected ?
effect relationship among various attributes/ • What was the reason factors
Factors. responsible for their
• To understand the concept of Right of equality. displacement from their
• To analyse how is social discrimination pattern in native place and their
India leading to inequality. struggle for equality?
• To understand the issues the Tawa Matsya • Where is the problem
Sangh is fighting for. located and context, where
• To analyse how the large scale participation of the stakeholders experience
villagers has contributed to success of TMS- the problem?
Right of Equality. • Why was the Tawa Matsya
Sangh formed? & how did
the situation improved?

Time Required 2 Periods of 40 minutes each

Classroom Flexible Seating arrangement

Arrangement

Material Textbooks, Blackboard, chalk, laptop/ desktop,

Required internet connection, project if possible to display the
loopy ·

Pre – A group discussion can be organised to understand

Preparation what our constitution says with regard to right to
Activities equality. Why do you think it is important for all
people to be equal?

Previous Having an insight on Differences leading to

Knowledge discrimination as a result - Inequality (Reference
Chapter 2 : Diversity and Discrimination of class V)

Methodology • In continuation of the discussion held in pre

preparation activity Students are asked to think
of one person in their family, community, village,
town or city whom they respect because of their
fight for equality and justice.
• Students are divided in the group of 4 to read the
case study and identify the cause and effect
relationship between different factors arising out
of the situation of TMS.
• Students would be introduced to AI tool Loopy
and be told how it works in order to develop
systematic thinking.
http://ncase.me/loopy/

50
 Learning • The students would be able to understand the
Outcomes concept of Right of equality.
• The students would be able toanalyse how social
discrimination patterns in India leading to
inequality.
• The students would be able to understand the
issues the Tawa Matsya Sangh is fighting for.
• The students would be able to understand Loopy
as an AI tool for establishing cause and effect
relationship among various attributes/ Factors
through the case study of TMS.

Follow up Students would be asked to design a social

Activities advertisement on Equality in their same small
groups.

Reflections What role does the Constitution play in people’s

struggle for equality.

GLOSSARY:

AI Tools Terminologies

Problem Scoping (4 W Canvas)

Problem scoping refers to understanding a problem and finding out various factors that affect the problem.
In this stage of the AI project cycle, 4W problem canvas method is used that helps the user answer questions
related to the problem thereby arriving at a definite problem statement. The 4Ws are Who, What,
When/Where and Why. The answers to these questions lead to a problem statement.

Loppy

Loopy is an opensource tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn.

http://ncase.me/loopy/

51
SOCIAL SCIENCE
CLASS 7

3.12 Advertising and Media

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter5: Advertising and Media

Name of the Book Social and Political Life, Class -7, NCERT

Subject and AI with Understanding the role of advertising in a world

Artificial of increasing consumerism and competition.
Intelligence
Integrated

Learning Objectives • To understand the meaning and role of advertising

as a means of communication between the seller .
and buyer.
• To help students understand the impact of
advertising.
• To understand how a variety of media, like
magazines, newspapers, radio, television and
billboards are used for advertising.

Time Required 2 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, Paper, Smart board, Internet connection,

Projector for showing Ads, Newspapers, Magazines

Pre – Preparation • Students will be shown a video on what is

Activities Advertising and Ads that changed the world and
Award Winning Ads.
• Ads which sparked debate and helped change the Google Lens
mindset of the people would be discussed.
Example: All Out, Ariel #ShareTheLoad, Fairness
creams
• George Floyd’s death and the shockwaves it sent
to skin whitening cream. Unilever renaming Skin
lightening Cream.
• Students will be then asked to evaluate their
reasons for identifying with a specific/particular
brand.
• Students will be told to find out the names of some
of the popular brands and why they remember the
names of those products or brands

52
 • Students can use Google Lens for recognising a
particular product/brand, logo of Social Media
platforms.
https://www.youtube.com/watch?v=jq4cnKh0jbU
https://www.youtube.com/watch?v=K9vFWA1rnWc

Previous Students will be asked about their previous

Knowledge knowledge related to advertising and
brands/products. What is their idea/understanding of
advertising?

Methodology • The jingles of some of the Ads will be played out https://www.soundho
in the class and students will be asked to identify und.com/
the name of the brand/product with the help of AI https://www.shazam.
Tools, Sound Hound, Shazam com/
• Popular Ads could be played out in the class with Google Assistant
the help of Google Assistant.

Learning Outcomes • Students will be able to understand the meaning

and role of advertising as a means of
communication between the seller and buyer.
• Students will be able to understand the impact of
advertising.
• Students will be able to understand how a variety
of media, like magazines, newspapers, radio,
television and billboards are used for advertising.

Follow up Activities In their Scrapbook, students can paste advertisements

of products/services which are good for our health or
useful for us. Ads that have a catchy slogan.
Students can ask their parents why they like particular
products. Is it because they offer discounts or
announce sale or because it is endorsed by a celebrity
or is useful.
Students can also come up with their own brand
slogans or design a logo of a particular brand.

Reflections Students could reflect on few questions. Inklewriter

Have they ever had any experience where they or https://www.google.c
their parents were fooled by promises made in an om/search?q=inklewr
ad? iter&rlz=1C1CHBD_e
Students can take the help of Inkle writer and write nIN779IN779&oq=ink
their reflections lewriter&aqs=chrome
..69i57j0l7.5645j0j7&
sourceid=chrome&ie
=UTF-8

53
GLOSSARY:

AI Related Terminology

Google Lens

Google Lens is an image recognition technology developed by Google, designed to bring up relevant
information related to objects it identifies using visual analysis based on a neural network.

Google Lens https://lens.google.com/

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

Inklewriter: https://www.inklestudios.com/inklewriter/

Links :

Google Assistant https://assistant.google.com/platforms/phones/

SoundHoundhttps://www.soundhound.com/

Shazam https://www.shazam.com/

54
SOCIAL SCIENCE
CLASS 7

3.13 Water

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 5: Water

Name of the Book Our Environment, Class 7, NCERT VII

Subject and AI Project Cycle integrated with Water and Need for
Artificial water conservation and management
Intelligence
Integrated

Learning • To know about the major sources of freshwater are AI project cycle
Objectives glaciers, rivers, springs, ponds, and lakes. System mapping
• To understand the concept of water cycle using AI using Loopy App.
application and how water is a renewable resource.
(http://ncase.me/lo
• To analyze the reason of rise and fall of waves
within the sea or ocean
opy/)
• To relate the concept of terrarium with that of our
Earth to imbibe the concept of conservation of
water.
• To interpret the effect of the gravitational force of
Sun and Moon causing tides .
• To Distinguish between Spring and Neap tides.
• To adopt different measures of water conservation

Time Required 3 Period 40 min

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk, smartboard/screen and

projector, internet.

Pre – Preparation Students are asked to list down the area affected by
Activities water scarcity and the possible reasons behind the
present situation of water scarcity.

Previous The students are asked to discuss the various usage of

Knowledge water and to devise how water wastage can be
controlled.

55
Methodology ● The teacher will initiate a discussion about the latest Problem scoping:
facts and figures about water scarcity. Who, What, Where
● The students are asked to collect data on availability and Why
and distribution of freshwater resources at different Data Acquisition
places in the world.
● The students are asked to find out different sources
of water available around us.
● The students are asked to develop a scrap book Data Exploration
which includes different types of water conservation
methods practiced in different areas.
● The students are asked to evaluate each and every
model (Advantage and disadvantages) and choose Data Visualization
the best model which gives the most efficient and
best result.
● The student will be told about waves which
Evaluation
continuously take place in the sea and a huge tidal
wave called tsunami.
● Ocean current and fall of ocean water twice in a day
due to Tides.
● Video on Tides and the causes.

https://www.youtube.com/watch?v=M3hAhNsyf7
https://jamboard.go
● Students will be shown the movement of ocean ogle.com/
current with the help of jamboard.

Learning The students will be able to:

Outcomes
• Analyze the reason of rise and fall of waves within
the sea or ocean
• Relate the concept of terrarium with that of our
Earth,to imbibe the concept of conservation of
water.
• Interpret the effect of the gravitational force of Sun
and Moon causing tides .
• Distinguish between Spring and Neap tides.
• To adopt different measures of water conservation.

Follow up Crossword puzzle of the chapter would be solved by the

Activities students.

Reflections Students will be asked to analyze the situation in their http://ai-writer.com/

surroundings Colony, Village or City, and submit the
report on the Water Management mechanism.

56
GLOSSARY

AI Related Terminologies

Problem Scoping: Problem scoping refers to understanding a problem and finding out various factors that
affect the problem. In this stage of the AI project cycle, 4W problem canvas method is used that helps the
user answer questions related to the problem thereby arriving at a definite problem statement. The 4Ws are
Who, What, When/Where and Why. The answers to these questions lead to a problem statement.

Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and authentic sources/
platforms that is required for the AI model. There can be various ways to collect data.

Data Exploration: Data Exploration refers to visualising the data to determine the pattern, relationships
between elements and trends in the dataset that gives a clear meaning and understanding of the dataset.
Data exploration is important as it helps the user to select an AI model in the next stage of the AI project
cycle. To visualise the data, various types of visual representations can be used such as diagrams, charts,
graphs, flows and so on.

Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be artificially intelligent if it
gets trained and can make decisions/ predictions on its own and learns from its own experience and
mistakes. In the modelling stage, data is split to training set and testing set. The model is trained on the
training set from which it makes its own rules that helps the machine to give an output and the model is then
evaluated on the testing set.

AI Writer: AI Writer tries to make a best guess response based upon what is generally known about that
person but obviously should not be considered a reliable source nor an accurate reflection of their actual
views and opinions.

This is intended as a research project to examine the potential applications and considerations for interacting
with highly-capable AI.

Crossword

57
SOCIAL SCIENCE
CLASS 7

3.14 Natural and Human Environment

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 1: Natural and Human Environment

Name of the Book Our Environment, Class 7, NCERT

Subject and AI tools: Data Acquisition and Exploration, Mystery Animal

Artificial and My Story Time integrated with Components Of
Intelligence Environment and Eco Systems
Integrated

Learning Objectives • Students will be made aware about the surroundings

• Students will be sensitised about the environment and
its components.
• They will be able to appreciate nature.

Time Required 2 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk,, internet websites for data
acquisition & laptops and performing the activity

Pre – Preparation Students will be asked to play AI game Mystery Animal to Mystery animal
Activities develop curiosity about topic http://bit.ly/iai4yma

Previous ● Students will be asked what the things which surround

Knowledge them are.
● What are the different layers of the environment?

Methodology ● Teacher will show a virtual tour of the environment and

ask them to observe and tell the things they have
observed.
● All those things comprises of the environment.
● They will be taken for a nature walk in the school to
explain the topic.
● There are different components like natural and
manmade .

Learning Outcomes ● Students will learn about the environment .

● They will learn to appreciate the environment .

Follow up Activities ● Students will be asked to observe the surroundings near Data exploration
their homes and collect the data of what kind of birds are and acquisition
there and name them https://datavizcatalo
gue.com

58
 Reflections Students will be asked to prepare a creative story on different My Storytime
layers of atmosphere in My story time. https://experiments.
withgoogle.com/my-
storytime

GLOSSARY:

AI Related Terminologies
Mystery Animal game: NLP

Ask the students to go on this link using Google Chrome browser: https://mysteryanimal.withgoogle.com/.
Once students reach this site, they need to click on ‘preview it here’. The tutorial will start on the screen. Ask
the students to go through the whole tutorial. Also, make sure that the microphone is enabled for this site.
The machine will act as an animal and the students need to guess that animal by asking 20 questions to the
machine. The questions need to be Yes/No questions as the machine will interpret their questions and
answer only either Yes or No. Students may ask questions about its diet, surrounding, species, etc. Once
students exhaust all 20 questions, the machine will reveal the animal and then the students can evaluate
their questions and see how far they could reach. With the help of this game, students can understand how
the machine interprets natural language and tries to converse in the same way. They will also explore various
constraints which occur during the process.

http://bit.ly/iai4yma

Data Acquisition

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Data Exploration:

Data Exploration refers to visualising the data to determine the pattern, relationships between elements and
trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

https://datavizcatalogue.com

My Storytime

My Story time is a new Google Experiment web application which allows users to record stories to play back
on Google assistant devices. Record stories from anywhere and play them back at home with Google
assistant

https://experiments.withgoogle.com/my-storytime

59
SOCIAL SCIENCE
CLASS 7

3.15 Our Changing Earth

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Our Changing Earth

Name of the Book Our Environment, Class 7, NCERT

Subject and Artificial AI tools; Data Acquisition and Data Exploration & Inkle Wrier
Intelligence are used to study the effects of Earthquakes.
Integrated

Learning Objectives The students will be able to : Data Acquisition

• Recognise the forces that cause changes on Earth. and Data
• Understand the cause and the process of Volcanic Exploration
eruption.
• Create a working model of a Volcano
• Demonstrate the ways to prepare themselves for the
Earthquake.
• Identify the effects of weathering and erosion on different
landforms by various agents.

Time Required 8 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, Paper, Whiteboard, Marker, screen and projector,

desktop, internet websites for data acquisition
Working model of a Volcano : Clay, Vinegar, Food colour
Earthquake preparedness demonstration : Chart papers, Pen,
Projector screen, Desktop

Pre – Preparation The students will be divided into groups of four. They are asked
Activities to research and collect data about magnitude, focus point,
areas of destruction and ways to mitigate the effects of an
Earthquake.

Previous Knowledge The students will be asked about Lithospheric plates, the
process of weathering and erosion.

Methodology Activity 1: Movement of molten magma Inkle Writer

The students will understand the way molten magma moves
inside the Earth.
Activity 2 : Working model of a Volcano
The students will construct a working model of a Volcano to
understand the process of its eruption.
Activity 3: Vibrations
The students will understand the reason for the occurrence of
an Earthquake.

60
 Activity 4: Data Acquisition and Exploration
The students will collect and visualise the data regarding
Earthquakes to determine the pattern, relationships between
elements and trends in the dataset that gives a clear meaning
and understanding of the dataset.
After collecting the data, the data will be presented through
Inkle Writer.

Learning Outcomes The students will be able to :

• Differentiate between endogenic and exogenic forces
• Understand the reason behind volcanic eruption and
Earthquake
• Construct a working model of a volcano
• Realize the importance of preparing for natural calamities
in advance.
• Understand the work of river, wind, ice, glaciers and sea
waves in changing the landforms.

Follow up Activities The students will identify the various photographs and tell
whether these landforms have been created by erosional or
depositional features.

Reflections Through Ethics in AI, the students will write How they will help
others during the time of a calamity

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and authentic
sources/platforms that is required for the AI model. There can be various ways to collect data.
Various sites will be referred for the acquisition of the data.
Data will be related to magnitude, focus point, areas of destruction and ways to mitigate the effects of an
Earthquake.

Data Exploration: Data Exploration refers to visualising the data to determine the pattern, relationships
between elements and trends in the dataset that gives a clear meaning and understanding of the dataset.
Data exploration is important as it helps the user to select an AI model in the next stage of the AI project
cycle. To visualise the data, various types of visual representations can be used such as diagrams, charts,
graphs, flows and so on.
A discussion will be conducted after Data exploration.

https://datavizcatalogue.com

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.
With the help of the Inkle writer, the students will present their data collected.

www.inklewriter.com

61
SOCIAL SCIENCE
CLASS 7

3.16 Life in the Deserts

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 9: Life in the Deserts

Name of the Book Our Environment, Class 7, NCERT

Subject and Artificial Understanding the life in desert using artificial intelligence
Intelligence Integrated experiential application.

Learning Objectives • To explain the climatic condition of hot and cold desert.
• To identify the geographical location of desert.
• To relate how different animals adapt in different
regions using artificial intelligence application.

Time Required 2 period 40 minutes each

Classroom Flexible
Arrangement

Material Required Smart board, world map, laptop/desktop, internet

connection, projector and marker.

Pre – Preparation A map is required to show the geographical area of

Activities Sahara desert and Ladakh.

Previous Knowledge Ask students to

• discuss about the features of desert .
• the animals live in desert .
• if they would like to live in the desert area. Why/why not?

Methodology Activity 1 Data acquisition

Using a projector, the geographical area will be shown to and data
the pupils, and they will be asked to mark the correct exploration to
location of Sahara desert on the map of Africa and any identify the
four countries around it. climatic condition.
Activity 2 https://datavizcatal
Students will be asked to collect information from the ogue.com
weekly weather forecast regarding the world ‘s largest hot
desert and the cold desert in Ladakh.
They will represent the data using AI application and
represent it on bar charts. https://experiment
From the graphical representation, they can gain greater s.withgoogle.com/
insight into the extreme climatic condition of both the mystery-animal
deserts.
Activity 3
Students are divided into pairs to play the AI Game Mystery
Animal.
Students are asked to recount their experience of playing
against AI and identify the animal.
Each pair will be asked to speak about the unique features
of animals they identified.

62
 Learning Outcomes Student will be able to understand the life in desert and how
different animals adapt to the climate of a place through an
AI Mystery animal game.

Follow up Activities Students will discuss about the harsh climatic influences on
the life of people living in desert.

Reflections Students are able to mark the Sahara desert on their own.

GLOSSARY:

AI Related Terminologies

Data Acquisition
Data acquisition refers to acquiring authentic data crucial for the AI model from reliable sources. The data
acquired could be then divided into two categories: Training Data and Testing Data.
The AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There
can be various ways in which you can collect data.

Some of them are:

• Surveys
• Web Scraping
• Sensors
• Camera
• Observations
• Application Program Interface

Data Exploration
After acquiring data there comes the need to analyze the data. For this, they need to visualize the acquired
data in some user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively.
To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Mystery Animal
Ask the students to go on this link using Google Chrome browser: https://mysteryanimal.withgoogle.com/.
Once students reach this site, they need to click on ‘preview it here’. The tutorial will start on the screen. Ask
the students to go through the whole tutorial. Also, make sure that the microphone is enabled for this site.
The machine will act as an animal and the students need to guess that animal by asking 20 questions to the
machine. The questions need to be Yes/No questions as the machine will interpret their questions and
answer only either Yes or No. Students may ask questions about its diet, surrounding, species, etc. Once
students exhaust all 20 questions, the machine will reveal the animal and then the students can evaluate
their questions and see how far they could reach. With the help of this game, students can understand how
the machine interprets natural language and tries to converse in the same way. They will also explore various
constraints which occur during the process.

63
SOCIAL SCIENCE
CLASS 7

3.17 Natural Vegetation and Wildlife

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 6: Natural Vegetation and Wildlife

Name of the Book Our Environment, Class 7, NCERT

Subject and Artificial Use of trail guard for tracking poaching activities
Intelligence
Integrated

Learning Objectives • To understand what is vegetation and its types?

• To be able to differentiate forests, grasslands, shrubs
• To know about types of forests
• To understand and find out ways of forest and wildlife
conservation

Time Required 3 periods of 40 minutes each

Classroom Flexible seating arrangement

Arrangement

Material Required Textbook, Pen, You tube paper, white board/smart board,
marker, Laptops and Internet connection.

Pre – Preparation Video showing types of

Activities landforms and how the climate
affects vegetation,
https://www.youtube.com/watch?v=oYS2Xo2vsb8
Students can be taken to a zoo.

Previous Knowledge The students shall be asked questions

• What are forests?
• How are they useful to us?
• Do we find vegetation in all parts of the world?
• 4.How can we save forests and animals?

64
 Methodology Introduction Mystery Animal
• There is a video on types of vegetation shown to students in http://bit.ly/iai4yma
preparation for the lesson.
https://www.youtube.com/watch?v=D2we2chDH88
• Students are asked to read about natural vegetation and Trail guard
identify the various types of vegetation. Later they would be
asked to have discussion on different types of vegetation.
• Mystery animal will be used with the students to identify
various animals and then the teacher will do brainstorming
and will ask about causes and ways of forest and wildlife
conservation.
● Teacher will ask the students that How AI can help in forest
and wildlife conservation.

Learning Outcomes Students will be able to

• Understand the use of AI in forest and wildlife conservation.
• understand about various types of vegetation

Follow up Activities The students can be given the assignment of collection data
regarding decrease in tiger population since 1950 and to
represent it through line or bar graph.

Reflections The students will be asked to identify the types of vegetation

found in the world for global understanding.

GLOSSARY:

AI Related Terminologies

Mystery Animal

Mystery Animal is platform that allows you to make things for the Google Assistant and the Google Home. It
uses Dialogflow to handle understanding what the player says, Firebase Cloud Functions for backend code,
and Firebase Database to save data. The project is written in JavaScript, using Actions on Google’s Node.js
client library.

This repo contains a pre-built Dialogflow Agent you can import into your own project. It contains all the Intents
and Entities for Mystery Animal. This is all in the dialogflow agent folder.

Everything in the functions folder is used in Firebase Cloud Functions, which hosts the webhook code for
Dialogflow. The webhook handles all the response logic for Mystery Animal. The bulk of the code is in
index.js.

Trail Guard

AI tool designed to stoppoachers and protecting parks and communities. In Africa and Asia, poaching is
reaching epidemic proportions and placing iconic mammals at risk of extinction within our lifetimes. While
new technologies have emerged to track and analyze contraband from the illegal wildlife trade, there are no
affordable technologies that help law enforcement effectively locate poachers before they reach their target
animals. To help address this challenge, RESOLVE partnered with Steve Gulick (a conservation
technologist) and Intel to develop TrailGuard™ AI, a cryptic anti-poaching camera system designed to stop
poachers before they kill.

65
SOCIAL SCIENCE
CLASS 7

3.18 Air

Chapter Chapter 4: Air

Covered
Name of the Our Environment, Class 7, NCERT
book
Subject and Understanding the concept of Air and Atmosphere with AI
Artificial tools like Data Acquisition & Exploration and Inkle writer.
intelligence
integrated
Learning ● To understand the concept of weather and Climate and
Objectives how both are different.
● To analysis the factors affecting weather.
• To understand the composition of gasses in atmosphere.
● To analyse the importance of Carbon dioxide (Green
house gasses) in atmosphere.
● To analyse the features of different layers of atmosphere.
Time Required 4 periods 40 mins each
Class room Flexible
arrangement
Materials Pen, paper, black/green board, chalk, smartboard, internet,
Required laptops
Pre Students will be divided into groups and will be asked to DATA ACQUISITION
preparation collect weather report of last one week from news paper. and Exploration
activity Students will be asked to visit the following and discuss
about what they understand regarding weather and how it can
be predicted.
https://interestingengineering.com/ai-might-be-the-future-for-
weather-forecasting
Methodology • Students will present Weather report on the basis of the
information they collected from the newspaper and the video https://datavizcatalogu
they watched. They are introduced to how AI is playing e.com
major role in collection, collation and analyses of data to
predict weather in the form of weather forecast.
• Students will read a case study of Global warming and watch
a video on importance of Green housegasses andanalyse
its importance
https://www.youtube.com/watch?v=x_sJzVe9P_8
https://www.youtube.com/watch?v=d7Ci_EooW-k http://ncase.me/loopy/
• Students will prepare a mind map/Loopy system map to
present the relation of green house gasses, temperature
and other factors.
Discussion on There will be discussion on:
the text ● Weather and climate
● Factors affecting weather
● Imporatance of Carbon dioxide.
● Features of different layers of atmosphere
Learning Students will be able to:
outcomes ● Differentiate Weather and climate
● Analyse the factors affecting weather

66
 ● Analyse the importance of and affects of carbondioxide
(Green house gasses) in atmosphere
● Analyse the features of different layers of atmosphere
Self Teacher will analyses the responses of students and the data
evaluation and collected by students
follow up
Reflection Students will prepare a weather report and share.Students will Inklewriter.com
write an article on Global warming and its effects

GLOSSARY:

1. AI Related Terminologies

Data Acquisition:

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Data Exploration:

Data Exploration refers to visualising the data to determine the pattern, relationships between elements and
trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

https://datavizcatalogue.com

Loopy:

Loopy is an opensource tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn.

http://ncase.me/loopy/

Inklewriter:

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

2. AI Activity Description

In this intro activity students will collect the weather report of one week from news papers and other
sources in groups. Ask students to brainstrom on how AI be used to help in such situation to predict
the weather and climatic conditions of the place.

67
SOCIAL SCIENCE
CLASS 8

3.19 History – How, When and Where

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED
Chapter Covered Chapter 1: History – How, When and Where
Name of the Our Pasts–III Part 1, Class 8, NCERT
book
Subject and History and AI Data
Artificial Acquisition &
Intelligence Data
Integrated Exploration
Objectives The objective of the lesson is to understand the importance of dates
in collecting information of time periods in history highlighting the
use of records for administrative purposes.
Time Required 2-3 periods
Classroom Regular classroom arrangement
Arrangement
Material Text book, Questionnaire, presentation – through PowerPoint /
Required charts
Pre- Preparation Teacher to discuss and explain about data and its importance.
Activity Examples in collecting, classifying and recording data to be shared.
Introduction/Pre Learners dwell upon their understanding about data interpretation Data
vious in Mathematics in the form of graphs. Acquisition &
Knowledge Ques 1; How do you think we know about different events that Data
happened in the past? Exploration
Do you think that there are different ways to collect information?
Do you think that the official records of the past tell us something
about the thoughts of the people, food, costumes, culture and
hobbies of that time ?
If you had to rewrite history what other information do you think you
would need to collect to get a complete picture of those times?
If we draw a time-line of history do you think there will be a change
in the way we collect data? Will AI be of some benefit ?

Past 100 years data now 100 years from now

Methodology !. Children are divided into groups of 5 and asked what data would
they like to collect about the past besides the ones collected by the
British Administration?
Some examples – data about the
Types of Occupation
Types of Transport
Types of Houses
Types of Entertainment
After collecting the data for any one of the above the students will
be asked to prepare a bar graph and a presentation
What resources will you use to collect this data?
Library resources, interviewing historians, old people and their
experiences, Government data sets etc.

68
 Discussion on Discussion on Data Acquisition
the Text • How can they make this process simpler with the help of using & Data
AI? Exploration Use
• How can AI help to collect data? of Sketchy
• Why is it important to understand the importance of Data for Graphs to
understanding AI? represent data
sets.
Learning Students will be able to understand the importance of data
Outcomes Students will be able to identify the sources for data
Students will be able to interpret the data through graphs and
presentation
Self-Evaluation Students will listen to each other and learn from their peers during
and Follow-Up the presentation.
Follow-up They will collectively make a collage for the school to talk about the
Activity importance of data in History and how data can be collected and
stored in the future through AI.

GLOSSARY:

1. AI Related Terminologies

Data
Data can be a piece of information or facts and statistics collected for reference or analysis.

Data Acquisition
AI Project cycle is a framework which is used to design an AI project keeping all the crucial factors into
consideration. The project cycle consists of 5 steps namely: problem scoping, data acquisition, data
exploration, modelling and evaluation. Data acquisition refers to acquiring authentic data crucial for the AI
model from reliable sources. The data acquired could be then divided into two categories: Training Data and
Testing Data. The AI model gets trained on the basis of training data and is evaluated on the basis of testing
data.
There can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

2. AI Activity Description
In this activity, students will be collecting data around various parameters which will help them in exploring
history in a better way. They will think of areas which interest them the most and search online for various
sources of data. They then need to select reliable sources of data and seek authentic information of out
them. After acquiring data there comes the need to analyze the data. For this, they need to visualize the
acquired data in some user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc. Using these representations, students need to understand the patterns of lifestyle in the
past and deliver a presentation on the same.

69
SOCIAL SCIENCE
CLASS 8

3.20 Mineral and Power Resources

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Mineral and Power Resources

Name of the Book Resources and Development, Class 8, NCERT

Subject and AI tools: Data Acquisition & Exploration and Inkle writer
Artificial integrated with Mineral and power Resources.
Intelligence
Integrated

Learning • To identify different types of minerals and Power

Objectives Resources. https://datavizcata
• To Know Distribution of Minerals and Power Resources logue.com
in World and India.
• To understand different uses of minerals in day to day
life.
• To understand the importance of conservation of
Minerals Power Resources.
• To check the understanding about Distribution of Mineral
and Power resources and their different facts and
aspects through AI app. (Data Acquisition and Data
Exploration)

Time Required 2 Periods of 40 minutes each

Classroom Flexible Seating arrangement

Arrangement

Material Required Textbooks, Blackboard, chalk, laptop / desktop, internet

connection, Projector to display the questions of quiz.

Pre – Preparation A teacher would ask for the different examples of mineral and
Activities energy resources they usually find in their day to day life.
Examples: salt, Talcum powder, granite in pencil, Gold and
Silver in Jewelary, Iron and aluminum in utensils.

Previous • Location of different states on Indian political map.

Knowledge • Location of Continents on World map.

Methodology • Students are divided in Five groups basis different type

of Minerals and Power Resources such as Ferrous
Metal, Non ferrous Metal (Precious Metal), Non Metallic (Data Acquisition).
metals, Conventional energy resources and Non
Conventional Energy Resources.
• Students are asked to collection the data regarding (Data
Distribution of minerals and Energy resources worldwide Exploration).
and in India. (Data Acquisition). https://datavizcata
• Students are asked to visualised the data to determine logue.com
the pattern, relationships between geographical area and
distribution of resources. (Data Exploration)
• Students will demonstrate the presentation and ask for
queries from the audience students.

70
 Learning • The students would be able to identify different types of
Outcomes minerals and Power Resources.
• The students would be able to Know Distribution of
Minerals and Power Resources in World and India.
• The students would be able to understand different uses
of minerals in day to day life.
• The students would be able to understand the
importance of conservation of Minerals and Power
Resources.
• The students would be able to check the understanding
about Distribution of Mineral and Power resources and
their different facts and aspects through AI app

Follow up Teacher will conduct a quiz to assess the understanding of

Activities students about Distribution and different aspects of Minerals
and Power Resources.
http://kuhoot.it/

Reflections Students are making report on Use of resources, their www.inkle.writer

advantages and disadvantage.

GLOSSARY:

AI Tools Terminologies

Data Acquisition

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/ platforms that is
required for the AI model. There can be various ways to collect data.

Data Exploration

Data Exploration refers to visualising the data to determine the pattern, relationships between elements and
trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

https://datavizcatalogue.com

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

71
SOCIAL SCIENCE
CLASS 8

3.21 British Administration in India

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: British Administration in India

Name of the Book Our Past, Class 8, NCERT

Subject and Artificial Understanding the changes made by the British in Indian
Intelligence Administration system and various causes and effects of
Integrated changed administrative system with the help of AI Project
Cycle tools.

Learning Objectives • Students will be able to understand the changes ·

brought by British in India.
• Students will also understand the effects of those
administrative changes on people of India.
• Students will be able to identify how colonial people
lost their control on their own political, social and
economical life in colonisation.
• Students will be able to compare the administration of
government before British, after their arrival and the
Present day

Time Required 4-5 periods 40 min each

Classroom Flexible
Arrangement

Material Required Textbooks, Smart Board/ screen and projector, Laptops ,

internet, Google

Pre – Preparation Use the internet and collect pictures of some British Data Acquisition
Activities Official who played an important role in the Administrative
structure of British India. Share little information about
them with your fellow classmates.
• A video will be shown to the students to make them
curious to learn about the topic
https://www.youtube.com/watch?v=AdJIAB9H-90

Previous Knowledge Some questions will be asked to understand their

previous knowledge.
• Name any movie where you have watched the style
of administration of the British.
• How would people feel when after being highly
educated they could not get the desired post in the
government services?

72
Methodology The teacher will discuss with the students how India was Edraw- free AI
ruled by different rulers in different regions before the History timeline
British arrived. The teacher will also tell them how the template
administrative structure also was different from each
other’s’.
The whole class will be divided into Four group: Group 1,
Group 2, Group 3 and Group 4 Problem Scoping
Group 1 will work on ‘What’ were the changes made. 4 W Canvas-
Group 2 will find out ‘Who’ were the people affected? Who, What,
Group 3 will find out ‘Why’ those changes were made and Where, Why
Group 4 will find out ‘Where’ those changes were made.
They will mention the fields where changes were made.
After the discussion between groups they will be asked to
do the follow up activities.

Learning Outcomes Students will be able to understand that time conditions

of common people who were affected by the changed
structure of administration in their country.
Students will be able to compare the administration of
government before British after their arrival and the
Present day.

Follow up Activities A Story on the events will be created on the topic “whether My Story time
all the changes made by the British were good/bad for the
development and modernisation of the country” using My
Story Time and will be shared with the students. Jam board
Draw Timeline of 1765-1857 using Jam board Make a
newspaper of events and happenings of that period e.g.
Newspaper of Date: 3 january 1784

Reflections Imagine if you were a student in that era what kind of life Inkle Writer
you would be living? Students could talk to their www.inklewriter.c
Grandparents and document their experience of om
Colonialism with the help of Inkelwriter.
How your life along with your family member would have
changed because of the changed administration in the
country.

73
GLOSSARY:

AI Related Terminologies

Problem Scoping

Problem scoping refers to understanding a problem and finding out various factors that affect the problem.
In this stage of the AI project cycle, 4W problem canvas method is used that helps the user answer questions
related to the problem thereby arriving at a definite problem statement. The 4Ws are Who, What,
When/Where and Why. The answers to these questions lead to a problem statement.

Data Acquisition

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

MY Storytime

My Storytime is a new Google Experiment web application which allows users to record stories to play back
on Google assistant devices. Record stories from anywhere and play them back at home with Google
assistant.

JamBoard- AutoDraw

JamBoard-AutoDrawis a new drawing tool in JamBoard that auto-detects sketches you make and pairs them
with images. This works with both local and rooms using JamBoard (or G-suite apps) as well as rooms with
JamBoards or users with G-suite to connect into a meeting from anywhere in the world.

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

74
SOCIAL SCIENCE
CLASS 8

3.22 Judiciary

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 5: Judiciary – Political Science

Name of the Book Social and Political Life-III, Class 8, NCERT

Subject and AI Project Cycle integrated with Structure of Indian

Artificial judiciary and Legal proceeding of judiciary system
Intelligence
Integrated

Learning Students will be able to understand: https://play.google.c

Objectives • The structure and process followed by the judiciary: om/store/apps/detail
Trace a case from lower to higher courts. s?id=com.slsct.repr
• Indicate the rationale of the process. esent
• Distinguish between civil and criminal cases.

Time Required 4 periods of 40 minutes each

Classroom Seating arrangement – For Theory Session

Arrangement Flexible – for Activities

Material Required Pen, paper, Black Board, chalk, Laptops and Internet
connections, Power Point, Smart Board.

Pre – Preparation Lets play game https://play.google.c

Activities How to represent in court. om/store/apps/detail
Through this app/game students will be able to play s?id=com.slsct.repr
through a simulation of court and in the mean process esent
they will also be able to learn the judiciary process and
how to represent in court.
Students will be asked to play this game one day before
the start of lesson.

Previous What is FIR? Problem scoping

Knowledge Food for Thought
I think, this chapter wants to teach us...
We need judicial system, because…
An independent judiciary mean...
A person can appeal to a higher court if...
Difference between criminal court and civil court is...

75
 Methodology Based on the above-mentioned activities students will https://www.waikato.
get familiar with the basic terms of judicial process, flow ac.nz/students/stud
of judiciary and basic functions of Indian Judiciary. ent-
Now students will be divided into groups of 4students: learning/academic/l
2 public prosecutors and 2 defense lawyers and aw_hypos/hypo1.sht
hypothetical cases will be presented to them to be ml
solved as public prosecutors.

Learning Students will be able to understand:

Outcomes • Role of judiciary.
• The structure and process followed by the judiciary:
Trace a case from lower to higher courts.
• Indicate the rationale of the process.
• Distinguish between civil and criminal cases

Follow up Power point presentation of https://www.edraws

Activities • Flow of legal proceeding that students followed in oft.com/edraw-
solving the hypothetical cases. max/?gclid=CjwKC
• Arguments that they would make in the court to Ajw4rf6BRAvEiwAn
represent their case and what should be the verdict 2Q76vYyrYuQd8ns
as per them on the basis of their representation. -
rVKNEOY4Fye4qw
1-
4187B0OGVrBn7vv
9E1O6CsyXhoCxD
cQAvD_BwE

Reflections Data visualisation module to show how transfer of cases from Data Acquisition
lower court to higher courts creates a burden on the judiciary Data Exploration
system. And if possible, show a solution on the same loop. https://datavizcatalo
gue.com/methods/tr
eemap.html

GLOSSARY:

AI Related Terminologies
Problem Scoping
Problem scoping refers to understanding a problem and finding out various factors that affect the problem.
In this stage of the AI project cycle, 4W problem canvas method is used that helps the user answer questions
related to the problem thereby arriving at a definite problem statement. The 4Ws are Who, What ,
When/Where and Why. The answers to these questions lead to a problem statement.
Data Acquisition:
Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

76
Data Exploration:

Data Exploration refers to visualising the data to determine the pattern, relationships between elements and
trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

AI Modelling:
Data is the fuel of artificial intelligence. A machine is said to be artificially intelligent if it gets trained and can
make decisions/ predictions on its own and learns from its own experience and mistakes. In the modelling
stage, data is split to training set and testing set. The model is trained on the training set from which it makes
its own rules that helps the machine to give an output and the model is then evaluated on the testing set.

Classification:
Classification is a part of supervised learning model. Classification models work on labelled dataset and are
used to predict the label/class of the testing dataset which is unknown to the machine. For example, an AI
model is trained on a labelled dataset of 100 images of apples and 100 images of bananas. The machine
gets trained on the dataset by extracting features from the dataset and understands what features will classify
an image as an apple or a banana. To test the machine, random images of an apple/banana are fed to the
AI model and the output will be classification of apples and bananas

77
SOCIAL SCIENCE
CLASS 8

3.23 From Trade to Territory

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: From Trade to Territory

Name of the Book Our Pasts-III, Class 8, NCERT

Subject and Understanding How Trade led to Battles and how ● My Story Time
Artificial did the company rule expands with help of My Story ● Inkle Writer
Intelligence Time and Inkle Writer.
Integrated

Learning Objectives • Students will be able to rationalise how the https://experiment

consolidation of British power was linked to s.withgoogle.com/
the formation of colonial armies and my-storytime
administrative structures.
• Unravel the story of a trading company www.inklewriter.c
becoming a political power. om
• Students will learn about various policies
adopted by Britishers.

Time Required 4 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk,, internet websites

for data acquisition & laptops and performing the
activity

Pre – Preparation Students will be introduced to AI tools Inkle writer

Activities and My story Time.

Previous ● Students will be asked about Mughal Rulers.

Knowledge ● What were their policies?

Methodology ● The teacher will narrate a story in the class to

tell students about how East India Company
come to India and how they started their trade
● They were only interested in trade, not in ruling
the country. So, this trade finally led to battles.
● Teacher will show a video to show Battle of
Buxar and Plassey
(https://youtu.be/8HEl9E70SxU)
● The teacher will ask the students to do an
activity. They will be asked to present their

78
 stories about The Tiger of Mysore and
Maharaja Ranjit Singh .
● Students will be divided in the groups and My Storytime.
present their stories. . Google my maps
● They will use My Storytime.
● Students can use My Map tool to mark
locations in the outline map of India as what all
states were under British control during
different times.

Learning Outcomes ● Students will able to know how trade related

issues led to the Battles .
● They will get to know about the lives of Tipu
Sultan and Maharaja Ranjit Singh .
● Students will be able to understand the policies
adopted by the East India Company like
Subsidiary Alliance and Doctrine of Lapse. .

Follow up Activities ● They will be asked what are the other problems www.inklewriter.c
faced by Women in the society. om
● They will be asked to write or record story
relate to any other contemporary ruler of India
in AI tool.

Reflections Students will be asked to mark various locations My Map

which were under British Control in 1797 , 1840 and
then 1857

GLOSSARY:

AI Related Terminologies

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills
and creative writing.

www.inklewriter.com

My Storytime

My Story time is a new Google Experiment web application which allows users to record stories to play
back on Google assistant devices. Record stories from anywhere and play them back at home with Google
assistant

https://experiments.withgoogle.com/my-storytime

My Map

https://www.google.co.in/maps/

79
SOCIAL SCIENCE
CLASS 8

3.24 The Making of the National Movement: 1870s-1947

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 9: The Making of the National Movement: 1870s-1947

Name of the Book Our Pasts -III, Class 8, NCERT

Subject and AI integrated with different happenings of the Nationalist Movement

Artificial from 1870-1947 linking with constitutional changes.
Intelligence
Integrated

Learning The Students will be able to:

Objectives • Outline the major developments within the national movement,
with focus on a detailed study of one major event.
• Identify the causes that led to the rise of nationalism in India.
• Trace the emergence of Indian national congress.
• Discuss the various stages of the national movement in India.
• List the names of prominent leaders of Indian National
Movement and role of Gandhi in this movement.
• Understanding the circumstances leading to the formation of
Indian National Congress and its demands.
• Differentiate between the Moderates and Radicals.

Time Required 10 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required • Pictures of Various Freedom Fighters

• PowerPoint Presentation
• Movies and shows
• Videos on Nationalist Movement
• Articles on and about the lives of people at that period of time

Pre – Preparation The students will be told about the struggles faced by the Indians Google Lens
Activities during the British rule.

Previous Students will be asked certain questions based on their previous

Knowledge knowledge about Nationalism and the freedom fighters.

Methodology Activity 1: Character Dramatisation

The students will dramatise the important characters of the freedom E draw for
struggle. making timelines
Activity 2: Source Study
The students will study the various sources given in the chapter and My Story time
brainstorm on the questions given by the teacher.

80
 Activity 3: Timeline activity
The students will make a timeline of the important events during the
British rule.
Activity 4: My story time
With the help of this AI tool, the students will be taught various
movements of the freedom struggle.

Learning Students will be able to:

Outcomes • Identify the causes that led to the rise of nationalism in India.
• Discuss the various stages of the national movement in India.
• List the names of prominent leaders of Indian National
Movement and role of Gandhi in this movement.
• Understanding the circumstances leading to the formation of
Indian National Congress and its demands.
• Differentiate between the Moderates and Radicals.
• Understand the different happenings of the Nationalist
Movement from 1870-1947 linking with constitutional changes.
• Trace the journey of National Movements within the political
boundaries of India.

Follow up A follow up worksheet or assignment will be given to the students.

Activities Students who will not perform well in the feedback worksheet will
be called for remedial where teachers will provide notes on the
chapter in the form of points and explain difficult concepts.

Reflections The students will be shown some pictures of the famous freedom Google Lens
fighters and some unsung heroes. They will identify them with the Inkle Writer
help of Google Lens and will research on the unsung heroes of the
National Movement and use of Inkle writer to prepare a report.

GLOSSARY:

AI Related Terminologies

My Storytime
It is a new Google Experiment web application which allows users to record stories to play back on Google
assistant devices. Record stories from anywhere and play them back at home with Google assistant. With
the help of this tool, the teacher will record stories related to National movements and that will be used as AI
tool for the students.

E Draw
E Draw will be used to create Timelines of the events that took place during the freedom struggle.

Google Lens & Inklewriter

The students will be shown some pictures of the famous freedom fighters and some unsung heroes. They
will identify them with the help of Google Lens and will research on the unsung heroes of the National
Movement and use of Inklewriter to prepare a report.

81
SOCIAL SCIENCE
CLASS 8

3.25 Land, Soil, Water, Natural Vegetation and Wildlife

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: Land, Soil, Water, Natural Vegetation and

Wildlife Resources

Name of the Book Social Science Resource and Development, Class 8,

NCERT

Subject and Artificial AI Modeling and Data Acquisition & Exploration; AI tools
Intelligence integrated with Soil resources, Soil erosion and
Integrated conservation of Soil.

Learning Objectives Students will be able

• to understand the concept of soil as a resources
• to identify the causes of Soil erosion.
• to enlist the Human activities responsible for soil
degradation
• to understand the methods to conserve soil

Time Required 2 periods of 40 minutes each.

Classroom Flexible·
Arrangement

Material Required White board, marker, laptop/desktop and internet

connection

Pre – Preparation Students are asked to list down the uses of soil and natural
Activities agents of soil erosion

Previous Knowledge The students will discuss the uses of soil and soil erosion
and ways to prevent it.

Methodology • The students are asked to collect data on recent Data Acquisition
landslides. Data Exploration
• The Students are asked to interpret the data on the
basis of :
- Reason of landslide Modeling
- Name the state which has high risk of landslides.
- Precautions to be taken in landslide prone areas. Evaluation
• The Students are asked to make a GO of different
methods to conserve soil
• The Students are asked to evaluate the ways to prevent
soil erosion and which method is suitable in which
particular area.

82
Learning Outcomes • Students will learn about theways to conserve soil.
• Students will learn about reason behind landslide and
need to have precautions measures in landslides prone
areas.
• Students will learn about the importance of soil and
reasons responsible for soil erosion.

Follow up Activities Students have to create a story in which they will talk about Inklewriter
their journey in hills and they encounter a landslide and they
did not see any landslide prone sign on the road. So from
this story writing they will learn about the importance of road
signs

Reflections Students can assess their performance by comparing the My Storytime

stories with other ones and try to use the AI features into an
interesting way·

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could then be divided into two categories: Training Data and Testing Data.

The AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There
can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:

• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

AI Modelling: Data is the fuel of artificial intelligence. A machine is said to be artificially intelligent if it gets
trained and can make decisions/ predictions on its own and learns from its own experience and mistakes. In
the modelling stage, data is split into a training set and a testing set. The model is trained on the training set
from which it makes its own rules that help the machine to give an output and the model is then evaluated
on the testing set.

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

My Storytime: My Storytime is a new Google Experiment web application which allows users to record
stories to play back on Google assistant devices. Record stories from anywhere and play them back at home
with Google assistant
https://experiments.withgoogle.com/my-storytime

83
SOCIAL SCIENCE
CLASS 8

3.26 Women, Caste and Reforms

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 8: Women, Caste and Reforms

Name of the Book Our Pasts - Part III, Class 8, NCERT

Subject and Understanding the status of women, impact of the

Artificial caste system and the reforms undertaken to overcome
Intelligence social practices in India during the nineteenth century
Integrated and appreciating the work done by social reformers in
bringing about a change in the social customs and
practices with AI Project Cycle and AI Ethics.

Learning Objectives • Understanding the status of women in the 19th

century and the reforms that helped in improving
their condition.
• Understanding the vicious cycle of the caste
system and its impact on society.
• Understanding the task taken by various social
reformers in cleansing our society from the
clutches of evil social customs and practices like
untouchability, widow remarriage, sati etc.
• Comparing the status of existing social conditions
with conditions prevailing during the 19th century.
• Understanding the various Movements started by
Social Reformers in bringing about a change in the
society.

Time Required 4 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Textbook, PPT, Map of India Pen, paper, white

board/smart board, marker, Laptops and Internet
connection.

Pre – Preparation Video showing the condition of Indian society 200 https://datavizcatalogue.c
Activities years back. om/methods/brainstorm.ht
https://www.toppr.com/content/story/amp/introduction ml
-to-women-caste-and-reform-88347/

Previous The students shall be asked questions: 4 W CANVAS

Knowledge • Have you ever thought of how children lived about • Who was affected?
two hundred years ago? • What were the social
issues?
• What is Right to Education?

84
 • When and where were
they ill treated?
• Why were they
considered as inferior?
https://research.google.com/
semantris/

Methodology • The students will be asked to role play any social Using AI Model training
problem that existed in the past and the solution and classification
for the same. https://teachablemachine.
• The teacher will explain the status of women two withgoogle.com/
hundred years back.
• The teacher will discuss the reforms introduced in
the society by various social reformers.
• The various reform movements started to bring
changes in the society.

Learning Outcomes ● Students will understand the status of women and

children existing in the past.
● Students will compare the past with the present
and draw conclusions as to how fortunate they are
to live in a society which is free of unwanted social
customs and practices.
● Students will learn to differentiate what is right to
equality.
● Students will understand the difficulties faced by
the reformers in making the society a better place
to live and how they can contribute towards a
better society in the future.

Follow up Activities The students will be given topics for discussion.

● Why does caste remain such a controversial issue AI Ethics
today? https://www.moralmachine
● Write down the different arguments you may have .net/
heard around you on the worth of women. In what
ways have the views changed?

Reflections Students will be asked to present the ideas of any one www.inklewriter.com
of the social reformers.

85
GLOSSARY:

AI Related Terminologies

AI Classification

Ask the students to understand the work of various social reformers and ask them to collect theirimages. Let
the students explore these images and ask them to classify each of the images on the basis of the work
done by them. Once they are able to classify them, ask students about their approach to classification and
how the AI machine does it.. The AI models get trained on the basis of instructions given to them and then
give the desired classification output.

https://research.google.com/semantris/

The students will be providing similar meaning words to a group of words taking the theme of the lesson into
consideration so that they can understand the comparison.

Data Acquisition through 4 W Canvas

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Problem scoping refers to understanding a problem and finding out various factors that affect the problem.
In this stage of the AI project cycle, 4W problem canvas method is used that helps the user answer questions
related to the problem thereby arriving at a definite problem statement. The 4Ws are Who, What ,
When/Where and Why. The answers to these questions lead to a problem statement.

https://datavizcatalogue.com/methods/brainstorm.html

Inklewriter:

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

AI Ethics

Students can take up any social issue and ask the opinions of others as well to derive at a consensus.
https://www.moralmachine.net/

Students can derive at important issues after brainstorming the past and the present scenario prevailing in
our society.

86
SOCIAL SCIENCE
CLASS 8

3.27 When People Rebel

Chapter Covered Chapter 5: When People Rebel

Name of the book Our Pasts- III, Class8, NCERT
Subject and Artificial AI- tools: Data Acquisition, Problem scoping-4Ws, E draw and
intelligence inkle writer integrated with topic “When people rebel”.
integrated
Objectives Students will be able to understand:
● Analyse the reasons for 1857 revolt
● Understand the course of 1857 revolt
● Understand the policies of East India company
● Analyse the cause for the failure of 1857 revolt.
Time Required 4 periods of 40 minutes each
Class room Flexible
arrangement
Materials Required Pen, paper, black/green board, chalk, smart board, internet,
laptops
Pre preparation Students are asked to see the video
activity Bharat ekkhoj episode
https://www.youtube.com/watch?v=D9xxnzfODE8
Previous Knowledge Students know about Indigo plantation, Taxation policies of
East India Company, Subsidiary policy and Doctrine of Lapse
policy
Introduction Teacher will ask questions based on their previous knowledge.
● Explain Doctrine of Lapse policy.
● Who all were affected?
● What is subsidiary alliance?
● Two systems of Indigo cultivation.
● Three main taxation policies
Methodology The students are asked to read the text book and from the Data Acquistion
video they watched to find the causes of 1857 revolt.
Based on the data collected by students –causes of revolt will
be discussed in the class Edraw-Free—AI
Students are asked to make a flow chart/ timeline of the course history timeline
of the revolt template
Students are asked to find reasons for the failure of 1857
revolt. Problem scoping:
● Who all are involved in revolt? 4Ws canvas--
Name all sections of people involved. Who, what, where
● What do you know about them? and why.
How are they affected due to East India company?
● Where these revolt took place Inklewriter-AI
Name the places. writing tool
● Why it was failed?
Reasons for failure.
Students will write a report –Causes for the failure of 1857
revolt. based on 4Ws Canvas

87
 Discussion on the There will be discussion on
text ● Why were farmers unhappy?
● Why were sepoys unhappy?
● Social customs prevalent in that period.
● When disatisfaction turns into revolt?
● Reasons for failure.
Learning outcomes Students will be able to:
● Analyse the reasons for 1857 revolt.
● List the places where the revolt took place.
● Prepare a time line of events of 1857 revolt.
● Analyse the reason of the failure of 1857 revolt.
Self evaluation and Teacher will analyses the responses of students and the data
follow up collected by students
Reflection Students will prepare a report on Inklewriter.com
Reasons for the failure of 1857 revolt.

GLOSSARY:

1. AI Related Terminologies
Data Acquistion

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required: for the AI model. There can be various ways to collect data.

E draw: E draw is an AI tool used to draw flow charts and timelines

Problem Scoping
Problem scoping refers to understanding a problem and find various factors which affect the problem. Under
problem scoping, we use the framework of 4Ws problem canvas where we look into the WHO, WHAT,
WHERE and WHY of a problem. After obsrving these factors, students get clarity towards the issue or
problem.

4Ws
WHO?
The who block helps in analysing the people getting affected/involved directly /indirectly due to it.
WHAT?
The what block helps in understanding exactly what problem they are experiencing.
WHERE?
This block tells us where the stakeholders experienced the problem/the incident took place.
WHY?
Finally list all elements that cause the problem

Inklewriter
Inkle writer is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.
www.inklewriter.com.

2. AI Activity Description

Ask students to collect the data regarding the people who are affected due to the different policies of THE
EAST INDIA COMPANY. Students will gather information from the text book and video (Link is mentioned).
Students will draw a time line/ flow chart using e draw. Students will find the reason for the failure of 1857
revolt with the help of -4WS Problem Canvas and relate it with AI model of PROBLEM SCOPING.

88
SOCIAL SCIENCE
CLASS 9

3.28 Poverty

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED
Chapter Covered Chapter 3: Poverty
Name of the book Economics, Class 9, NCERT
Subject and AI integrated with Poverty Trends in India: Causes
Artificial of Poverty and Anti-Poverty Measures.
Intelligence
Integrated
Objectives • To understand the concept and Dimensions of 4 W Canvas: Who,
Poverty with the help of problem Scoping concept What, Where and Why
of AI project cycle.
• To understand the poverty trends in India and
Global Poverty Trends.
• To understand the Poverty Line and Poverty
Estimation. Data Acquisition
• To study two typical cases of Poverty: Urban case and
& Rural case. Data Exploration
• To understand Interstate disparities.
• To understand the various causes of Poverty
• To understand the Anti-Poverty Measures taken by
the Government for poverty eradication. Decision Tree: Rule
Based AI Model
Time Required 2 periods of 40 minutes each
Classroom Flexible
Arrangement
Material Required Pen, paper, Black Board chalk, Laptops and Internet
connections.
Pre- Preparation The students are divided into two different groups to
Activity deliberate about the Poverty Trends, Causes and
Measures.
Previous The students are asked to research about poverty
Knowledge and different issues related to poverty:
Landlessness, Unemployment, Illiteracy,
Malnutrition, Child Labour etc.
Introduction The teacher will initiate a discussion about two Problem scoping: Who,
typical cases of Poverty in the Urban and Rural What, Where and Why
Context. She/He assigns a case study of different
vulnerable groups.

89
Methodology • The students are asked to collect data on Who?
different vulnerable groups.
• The students are asked to discuss the concept
of Poverty? How is poverty line estimated in What?
India?
• The students are asked to discuss Inter State Where?
Disparities and Global Poverty Scenario.
• The students are asked to discuss the causes of
Poverty. Why?
• The students are asked to collect the data and
interpret the state wise trends of poverty in India. Data Acquisition and
• The students are asked to discuss Anti-Poverty Data Exploration
Measures taken by Government.

Discussion on the There is an open discussion and group wise

Text presentation on:
• How poverty line is estimated in India
• Whether the present methodology of Poverty
Estimation is appropriate
• Poverty Trends in India.
• Global trends of Poverty.
• Interstate Disparities of Poverty in India.
• Causes of Poverty
• Government strategy of Poverty alleviation.

Learning • The students will understand the concept and

Outcomes Dimensions of Poverty with the help of problem
Scoping concept of the AI project cycle.
• The students will understand the poverty trends
in India and Global Poverty Trends.
• The students will understand Poverty Line and
Poverty Estimation.
• The students will understand the various causes
of Poverty and Anti-Poverty Measures taken by
the Government for poverty eradication.
• The students will be able to learn Data acquisition
and exploration.

Self-Evaluation Students are asked to make presentations to

and Follow-Up compare the situation in different groups and states
in India
Follow-up Activity Students will be asked to analyze the various
challenges ahead in poverty reduction and
alleviation.

90
GLOSSARY:

1. AI Related Terminologies
AI Project Cycle: AI Project cycle is a framework which is used to design an AI project taking all the crucial
factors into consideration. The project cycle consists of 5 steps namely: problem scoping, data acquisition,
data exploration, modeling and evaluation. Each of the stages holds importance in the framework.

Problem Scoping: Problem Scoping refers to understanding a problem and finding out various factors which
affect the problem. Under problem scoping, we use the framework of 4Ws problem canvas where we look
into the Who, What, Where and Why of a problem. After observing these factors, students get clarity towards
the issue to be solved which leads them towards data acquisition.

4Ws Problem Canvas:

The 4Ws Problem canvas helps them in identifying the key elements related to the problem.

Who?
The “Who” block helps in analyzing the people getting affected directly or indirectly due to it. Under this, they
find out who the ‘Stakeholders’ to this problem are and what they know about them. Stakeholders are the
people who face this problem and would be benefitted with the solution.

Who canvas consists of:

• Who are the Stakeholders?

• What do you know about them?
What?
Under the “What” block, they need to look into what they have on hand. At this stage, they need to determine
the nature of the problem. What is the problem and how do they know that it is a problem? Under this block,
they also gather evidence to prove that the problem they have selected actually exists. Newspaper articles,
Media, announcements, etc. are some examples.

What canvas consists of:

• What is the problem?

• How do you know that it is a problem? (Is there any evidence?)
Where?
Now that they know who is associated with the problem and what the problem actually is; they need to focus
on the context/situation/location of the problem. This block will help them look into the situation in which the
problem arises, the context of it, and the locations where it is prominent.

Where canvas consists of:

• What is the situation/context where the stakeholders experience the problem?

• Where is the problem located?
Why?
They have finally listed down all the major elements that affect the problem directly. Now it is convenient to
understand who the people that would be benefitted by the solution are; what is to be solved; and where will
the solution be deployed. These three canvases now become the base of why they want to solve this
problem. Thus, in the “Why” canvas, they think about the benefits which the stakeholders will get from the
solution and how it will benefit them as well as the society.

Why canvas consists of:

• Why will this situation be of value to the stakeholders?

• How will the solution improve their situation?

91
Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired can then be divided into two categories: Training Data and Testing Data. The AI
model gets trained on the basis of training data and is evaluated on the basis of testing data.

There can be various ways in which you can collect data. Some of them are:

• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface
Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in a user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and patterns contained within the data.
● Define strategy for which model to use it at a later stage.
● Communicate the same to others effectively.
To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

2. AI Activity Description
In this activity, students will start scoping the problem of Poverty while going through the chapter and would
simultaneously fill up the 4Ws Problem Canvas. After filling the canvases, the students would have acquired
enough knowledge about poverty and factors related to it.

After this, students would start acquiring authentic data from various reliable sources to understand various
trends and patterns observed around poverty and will explore the same in the form of visual representations.
They will also be able to relate their searches to various government initiatives taken towards poverty.

92
SOCIAL SCIENCE
CLASS 9

3.29 Electoral Politics

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Electoral Politics

Name of the Book Democratic Politics – I, Class 9, NCERT

Subject and AI Tools: Data Acquisition & Data Exploration and Inkle Writer
Artificial integrated with Electoral Politics with special reference to topic:
Intelligence What is our system of Elections?
Integrated

Learning • To get familiarization with our electoral System and the

Objectives reason as to why we have chosen this system.
• To identify the need for elections in democratic countries like https://datavizcatalo
India. gue.com
• To make them aware about steps involved in election
process.
• To be able to use AI supported Tool for casting the votes and
getting the results.
• To make familiar with Data exploration through AI.

Time Required 3 Periods of 40 minutes each

(Two periods for initial process and casting the vote and one
period for Data Exploration of Election results & Declaration of
Results)

Classroom Flexible Seating arrangement

Arrangement

Material Required Textbooks, Blackboard, chalk, laptop / desktop, internet

connection, Voting List and a marker.

Pre – Preparation A video on casting vote with EVM would be shown to students https://youtu.be/sp
Activities in order to make them understand the election process. OWG6pjBb8
Activity 1:
Students are asked to offer Candidature for Class
Representative position. They are asked to fill Nomination
Form in stipulated time keeping all the eligibility criteria in
mind. A group of students would act as Election Commission
who will provide Symbol to the selected candidates. A voter
list is also prepared by EC. Selected candidates will start their
Campaign and publish their Manifesto.

Previous Discussion about Constituencies and Political parties.

Knowledge (Reference Chapter 3 Class VIII)

93
 Methodology Activity 2: Polling Day
Students will be asked to cast their vote online thought the link. https://www.zingpoll
https://www.zingpoll.com/6xnjjcbl .com/6xnjjcbl
All the aspect of One Person One Vote – Political Right and
Free and fair Election would be introduced to students through
real life experience. https://datavizcatalo
Activity 3: Counting Day gue.com
Students are asked to collect the data about Election polls
basis on their survey. They were asked to go for analysis and
exploration of Data using AI tools.
https://datavizcatalogue.com
Activity 4: Result Declaration Day
Result would be declared basis on number of highest votes,
which is already counted by App.

Learning • The students would be able to get familiarization with our

Outcomes electoral System and the reason as to why we have
chosen this system.
• The students would be able to identify the need for
elections in democratic countries like India.
• The students would be able to understand the steps
involved in election process.
• The students would be able to be able to use AI supported
Tool for casting the votes and getting the results.
• The students would be able to make familiar with Data
exploration through AI.

Follow up Students would be asked to submit a report on Indian Election www.inkle.writer

Activities System.

Reflections What role does the Election Commission play in getting free
and fair elections through the entire Election process?

GLOSSARY:

AI Tools Terminologies

Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and authentic sources/
platforms that is required for the AI model. There can be various ways to collect data.

Data Exploration: Data Exploration refers to visualising the data to determine the pattern, relationships between
elements and trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration
is important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so on.

https://datavizcatalogue.com

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect
for writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

Zingypoll app: This app will facilitate the students to cast their vote online thought the link
https://www.zingpoll.com/6xnjjcbl

94
SOCIAL SCIENCE
CLASS 9

3.30 Climate

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 4: Climate

Name of the Book Contemporary India – I, Class 9, NCERT

Subject and Artificial Monsoon winds with the help of Data Acquisition and Data
Intelligence Exploration
Integrated

Learning Objectives • To identify various factors affecting the arrival and Data acquisition
retreating of monsoon winds. and Data
• Students will also be able to understand the relation exploration
between temperature and atmospheric pressure. https://datavizcat
• To understand the concept of system map. The system alogue.com
map Loopy will be able to make them understand the
cause and effect relationship of temperature and
pressure.

Time Required 3-4 Periods of 40 minutes each

Classroom Flexible Classroom Arrangement

Arrangement

Material Required • Textbooks, pen and paper, smart board/screen and

projector, thematic map of rainfall in India
• Internet access for data acquisition and laptops

Pre – Preparation Students will be shown a video in which regional variation in

Activities climatic conditions will be described. It will make them
curious to learn the reason behind these variations.
https://www.youtube.com/watch?v=gAMPJyOY34s
Video Time -2:00 Min to 5:15 Min

Previous Knowledge Students will be asked few questions –

• Students will be asked about their personal experience
about the variation in weather conditions of a place if they
have experienced while travelling from one place to
another.
• They will be asked few questions to know their previous
knowledge about the winds and pressure belts.

Methodology Students will be shown the loopy of the given link to make Data Acquisition
them understand the relation between atmospheric pressure Data Exploration
and winds (using the LOOPY ) https://datavizcat
https://bit.ly/3b7bzQf alogue.com/

95
 The students will be asked to collect month wise data of the
average temperature and rainfall of the city they live in for a
particular year.
Students will be asked to present their collected data of
temperature and rainfall through a bar graph or line graph.

Learning Outcomes • Students will be able to understand the relation between

temperature pressure and rainfall.
• They will also be able to represent their collected data
through Bar or Line graph.
• They will also be able to learn the factors Indian Climate
is affected with

Follow up Activities Make a graphical representation of your data. A follow up

worksheet will be given in which they have to study the table
and give the answers.

Reflections A discussion with students how climate affects vegetation, http://www.inkle

behaviour of people, clothing style, cuisine, festivals and writer.com/
lifestyle of people.
After the discussion students will be asked to write a report
on the basis of their learning using inkelwriter.

GLOSSARY:

AI related Terminology

Loopy: Loopy is an open source tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn.

Data Acquisition: It refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Data Exploration: Data Exploration refers to visualising the data to determine the pattern, relationships
between elements and trends in the dataset that gives a clear meaning and understanding of the dataset.
Data exploration is important as it helps the user to select an AI model in the next stage of the AI project
cycle. To visualise the data, various types of visual representations can be used such as diagrams, charts,
graphs, flows and so on.

https://datavizcatalogue.com

Inklewriter: It is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

96
SOCIAL SCIENCE
CLASS 9

3.31 The French Revolution

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 1: The French Revolution

Name of the Book India and the Contemporary World, History

Class 9, NCERT

Subject and AI Project Cycle Integrated with Subsistence crisis

Artificial Intelligence and Cause and effect of Subsistence crisis
Integrated

Learning Objectives • Students will be able to identify the causes of http://ncase.me/loopy/

the French Revolution with the help of loopy
• Students will be able to identify the main
events of the French Revolution
• Students will be able to identify the outcomes
of the French Revolutions
• Students will be able connect emotions (such
as fear) and life events (such as poverty) to a
tendency for citizens to want to rebel.
• Students will be able to describe how
revolutions are not uniformly supported in a
country.

Time Required One period of 40 minutes class to clear

Subsistence crisis topic
10 periods of 40 minutes each period to complete
the lesson.

Classroom ·Seating arrangement - Theory Sessions

Arrangement Flexible arrangement -for activity

Material Required Pen, paper, Black Board chalk, Laptops and

Internet connections, Power Point French
Revolution, Smart Board.

Pre – Preparation watching the video The French Revolution:

Activities Timeline & Major Events, pausing to discuss the
following questions at these times:
3:48--Had the Revolution ended here, before war
broke out between France and a coalition of other
countries, how might France be a different country
than it is today? How might the history of Europe
had been different?
6:48--Many of the Enlightenment thinkers were
themselves quite wealthy and powerful. How might
they have fared under the French Revolution?

97
Previous Students will be asked to think about the following
Knowledge questions How would you define an unjust
government?
What, if anything, would lead you to take part in a
violent revolution?

Methodology Who - The students are asked to collect data on 4W Canvas: Who,
different vulnerable groups. What, Where and Why
What - How does high prices and taxes influence a
tendency for people/citizens to want to rebel?
Is there anything about the three estates that
seems unfair to you?
Why did the nobles and clergy want each estate to
only have one vote?
Where – where is the problem in French society
prior to revolution? Google Jamboard
Why do you think it is a problem?
Data acquired- students are asked to make time
line of the event from crowning of Louis XVI till fall
of Directorial rule.

Learning Outcomes The students will be able

• To analyze the situation giving rise to various
factors of Revolution through problem scooping
method.
• To understand the ideals of the French
Revolution
• To comprehend the legacy of the revolution
represent the same through loop diagram.

Follow up Activities Problem scoping worksheet will be given to

students.

Reflections Discussion with Students on the role of AI www.inklewriter.com

application https://datavizcatalogu
Any other AI application that can be used as an e.com
alternative. –
www.inklewriter.com
https://datavizcatalogue.com

98
GLOSSARY:

1. AI Related Terminologies

LOOPY:

Link for Loop of Subsistence Crisis :-

https://ncase.me/loopy/v1.1/?data=[[[5,175,89,0,%22Bad%2520harvest%22,0],[6,176,331,0,%22%2520sc
arcity%2520of%2520grain%22,0],[7,152,605,0,%22%2520rising%2520food%2520prices%22,0],[8,539,551
,0,%22Poorest%2520Can%27t%2520buy%2520bread%22,0],[9,854,572,0.5,%22Food%2520riots%22,0],[
10,638,410,0.5,%22Disease%2520epidemics%22,0],[11,916,73,0.5,%22%2520increas%2520death%22,0]
,[13,741,232,0.5,%22weaker%2520bodies%22,0]],[[5,6,-5,1,0],[6,7,-5,-
1,0],[7,8,19,1,0],[8,10,8,1,0],[8,9,13,1,0],[10,13,-10,1,0],[13,11,-14,1,0],[9,11,-
21,1,0]],[[512,86,%22How%2520a%2520Subsistence%2520Crisis%2520Happens%250A%22]],13%5D

AI Project cycle:
AI Project cycle is a framework which is used to design an AI project keeping all the crucial factors into
consideration. The project cycle consists of 5 steps namely:problem scoping, data acquisition, data
exploration, modelling and evaluation. Data acquisition refers to acquiring authentic data crucial for the AI
model from reliable sources.

The data acquired could be then divided into two categories: Training Data and Testing Data. The AI model
gets trained on the basis of training data and is evaluated on the basis of testing data. There can be various
ways in which you can collect data. Some of them are:

• Web Scraping • Observations

4Ws Problem Canvas:

The 4Ws Problem canvas helps them in identifying the key elements related to the problem.

Who? The “Who” block helps in analyzing the people getting affected directly or indirectly due to it. Under
this, they find out who the ‘Stakeholders’ to this problem are and what they know about them. Stakeholders
are the people who face this problem and would be benefitted with the solution. Who canvas consists of: •
Who are the Stakeholders? • What do you know about them?

What?

Under the “What” block, they need to look into what they have on hand. At this stage, they need to determine
the nature of the problem. What is the problem and how do they know that it is a problem? Under this block,
they also gather evidence to prove that the problem they have selected actually exists. Newspaper articles,
Media, announcements, etc. are some examples. What canvas consists of: • What is the problem? • How do
you know that it is a problem? (Is there any evidence?)

Where?

Now that they know who is associated with the problem and what the problem actually is; they need to focus
on the context/situation/location of the problem. This block will help them look into the situation in which the
problem arises, the context of it, and the locations where it is prominent. Where canvas consists of: • What
is the situation/context where the stakeholders experience the problem? • Where is the problem located?

99
Why?

They have finally listed down all the major elements that affect the problem directly. Now it is convenient to
understand who the people that would be benefitted by the solution are; what is to be solved; and where will
the solution be deployed. These three canvases now become the base of why they want to solve this
problem. Thus, in the “Why” canvas, they think about the benefits which the stakeholders will get from the
solution and how it will benefit them as well as the society. Why canvas consists of: • Why will this situation
be of value to the stakeholders? • How will the solution improve their situation? 120

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired can then be divided into two categories: Training Data and Testing Data. The AI
model gets trained on the basis of training data and is evaluated on the basis of testing data. There can be
various ways in which you can collect data.

Some of them are: • Surveys • Web Scraping • Sensors • Cameras • Observations • Application Program
Interface Data Exploration: After acquiring data there come the need to analyze the data.

• For this, they need to visualize the acquired data in a user-friendly format so that they can:
• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use it at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

2. AI Related Activity:

PROBLEM SCOOPING – FRENCH REVOLUTION

DOMAINS OF SUBSISTENCE INCREASE IN FEUDAL DECLARATION

PROBLEMS CRISIS TAX AS PER SYSTEM OF RIGHTS OF
ESTATE MEN.
GENERAL
MEETING

WHO

PEOPLE GETTING
AFFECTED
DIRECTLY OR
INDIRECTLY DUE
TO IT.

WHO ARE THE

STAKEHOLDERS?

WHAT DO YOU
KNOW ABOUT
THEM?

100
WHAT

NEED TO
DETERMINE THE
NATURE OF THE
PROBLEM.

WHAT IS THE
PROBLEM?

HOW DO YOU
KNOW THAT IT IS
A PROBLEM?

IS THERE ANY
EVIDENCE?

WHERE

LOOK INTO THE

SITUATION IN
WHICH THE
PROBLEM
ARISES.

WHERE IS THE
PROBLEM
LOCATED?

WHY

WHAT IS TO BE
SOLVED

AND WHERE WILL

THE SOLUTION
BE DEPLOYED

101
SOCIAL SCIENCE
CLASS 9

3.32 People as Resources

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: People as Resources

Name of the Economics, Class 9, NCERT

Book

Subject and AI Tools: Data Acquisition & Data Exploration

Artificial integrated with Human Capital Formation
Intelligence
Integrated

Learning To understand the trends in Education and Health Data Acquisition and
Objectives in India. Data Exploration
To critically analyse the policies taken in the field of https://datavizcatalogue.
Health and Education in India com
To classify the economic activities into various
sectors
To define unemployment and its various types in
rural and urban areas
To recognise the effects of unemployment

Time Required 2 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Pen, paper, blackboard, chalk,, internet websites for

Required data acquisition & laptops

Pre – The students are divided into four groups and collect
Preparation data related to education levels,Health, effectiveness
Activities of policies in the field of Education and Health

Previous The students should be aware of the importance of

Knowledge Human capital or entrepreneur as a factor of
production

Methodology The students are asked to discuss the ways in which

people can be converted to Human capital. Data Acquisition and
The students are asked to collect thedata and DataExploration
interpret the education and health scenario in India
The students are asked to present the effectiveness
of the education and health policies through the data
collected.
The students will be explained the various sectors of
the economy and will classify the images shown

102
 The student will be given case study and define
unemployment and its various types in rural and
urban areas
The students will discuss the effects of
unemployment

Learning The students will understand theconcept of

Outcomes Human Capital Formation
The students will understand the education and
health trends in India and its growing importance
The students will understand how policies in the
education and health sector have been effective.
The students will be able to classify various
economic activities into sectors
The students will be able to define
unemployment and its various types in rural and
urban areas
The students will be able to recognise the
effects of unemployment
The students will be able to learn Data
acquisition and exploration.

Follow up Students are asked to make presentationsto the

Activities
education and health sector performance
andpolicy effectiveness

Reflections Students will be asked to analyze thevarious

challenges ahead in Human capital Formation

103
GLOSSARY:

1. AI Related Terminologies

Data Acquisition

Data acquisition refers to acquiring authentic data crucial for the AI model from reliable sources. The data
acquired can then be divided into two categories: Training Data and Testing Data. The AI model gets trained
on the basis of training data and is evaluated on the basis of testing data.

There can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration

After acquiring data there comes the need to analyze the data. For this, they need to visualize the acquired
data in a user-friendly format so that they can:

• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use it at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Classification

Classification is a part of supervised learning model. Classification models work on labelled dataset and are
used to predict the label/class of the testing dataset which is unknown to the machine. For example, an AI
model is trained on a labelled dataset of 100 images of apples and 100 images of bananas. The machine
gets trained on the dataset by extracting features from the dataset and understands what features will classify
an image as an apple or a banana. To test the machine, random images of an apple/banana are fed to the
AI model and the output will be classification of apples and bananas.

2. AI Activity Description

Students would start acquiring authentic data from various reliable sources to understand various trends
and patterns observed around Education and Health and will explore the same in the form of visual
representations. They will also be able to relate their searches to various government initiatives taken
towards education and health. The students will be shown images of various economic activities and asked
to classify them into the three sectors of the economy.

104
SOCIAL SCIENCE
CLASS 9

3.33 The Story Of Village Palampur

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 1: The Story Of Village Palampur

Name of the Book Economics, Class 9, NCERT

Subject and Understanding the situation of a hypothetical https://bit.ly/3jz4QBD

Artificial Intelligence village Palampur using the AI tools: My Storytime
Integrated and Loopy

Learning Objectives The students will be able to : Introduction of “MY

• Understand the story/situation of village Storytime” AI Tool and
Palampur using the AI tool “My Story Time”. relating it to The story of a
• To familiarize the students with some basic hypothetical village
economic concepts related to production Palampur
through an imaginary story of a village.
• Differentiate the concept of Economic and
Non-Economic Activities Introducing “Loopy” to
• The changes that occurred due to the explain the cause and
Green Revolution in India. effect of the Green
• Land distribution pattern in Indian villages. Revolution and its impact
• Sustainability of land. on the life of people of
• Cropping seasons in India. Palampur.
• Measures to increase farm production.

Time Required 6 periods and 40 minutes

Classroom Flexible
Arrangement

Material Required Pen, Paper, Whiteboard, Marker, screen and

projector, desktop, internet websites for data
acquisition, you tube videos

105
Pre – Preparation The students are given instructions on how the cause
Activities and effect relationship works and how does Loopy work
relating it to the different factors of production.

Previous Knowledge The students will be asked about the sharing of

experiences of children who have been to a village,
about different aspects of village life.

Methodology • Introduction of the village Palampur

The students will be introduced to a hypothetical village
Palampur with the help of AI tool my story time.
• Introduction to Different Factors Of Production Integration with
The students would be asked to create a mindmap on English
the modern farming methods and relating it to how other
things are related and later
https://youtu.be/WiYscnj_L7A
Song: Mere deshkidharti of Upkar
• Green Revolution
Students will be shown a speech by M.S.Swaminathan https://bit.ly/3jz4QB
related to Green Revolution. Then the impact of Green D
Revolution will be shared by LOOPY
(https://www.youtube.com/watch?v=e7NpalI-
0hgVideohttps://www.youtube.com/watch?v=KBQVEfC
sN4c)
• P.M Modi’s Interview Video will be shown as a
specific reference to the agricultural crisis and the need
to try innovative techniques like drip irrigation etc
https://www.youtube.com/watch?v=0smk06TvKF
5. Students will be asked to think about Non Farming
Activities and share the same with the class (pair share
think) - and the data collected so far will be presented in
the form of bar graph (interpretation)

Discussion on the There will be discussion on:

Text • What problems do the villagers of palampur have?
• What was the impact of the Green Revolution in the
lives of farmers?
• Why was there a need for the second green
revolution?
https://www.youtube.com/watch?v=BZu2Qp06osU
• Why are women paid less wages as compared to
men?

106
 Learning Outcomes The students will be able to :
• understand the life of the people in the villages
• appreciate the development that has taken place
in the villages
• understand that production of goods and services
require factors of production
• identify the basic factors of production.

Follow up Activities Interaction with the farmers on the basis of a self

prepared questionnaire

Reflections Students will be asked to think about Farming and Non Inkle writer
Farming Activities in their respective area and share
their report with the class,

GLOSSARY:

AI Related Terminologies
Loopy:
Loopy is an opensource tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn.
http://ncase.me/loopy/

My Storytime:

My Storytime is a new Google Experiment web application which allows users to record stories to play back
on Google assistant devices. Record stories from anywhere and play them back at home with Google
assistant

https://experiments.withgoogle.com/my-storytime

Inklewriter:

Inkle writer is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

www.inklewriter.com

107
SOCIAL SCIENCE
CLASS 9

3.34 Natural Vegetation and Wildlife

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 5: Natural Vegetation and Wildlife

Name of the Book Contemporary India-1, Class 9, NCERT

Subject and Artificial Understanding the significance of wildlife in maintaining

Intelligence ecological balance using AI Project Cycle.
Integrated

Learning Objectives • Student will be able to understand the need of

wildlife reserves.
• Student will be able to locate and label the wildlife
sanctuaries in India.
• Student will become more sensitive towards
animals.

Time Required 2 periods of 35 minutes.

Classroom Flexible
Arrangement

Material Required Marker, smart board, pen, chart, colors, internet

connection, laptop, atlas, political map.

Pre – Preparation Students will be asked to play Mystery animal AI game Mystery Animal
Activities in pair. http://bit.ly/iai4yma
Students are asked to list down the animals, birds and
mammals that are going to be extinct in near future .

Previous Knowledge Students will be asked to recall any visit to wildlife

sanctuary and asked which animals were protected
there.
They will share their experiences with each other in
classroom setting and relate to the need of wildlife
reserves.

Methodology Activity 1 .
Students will be divided into pairs and they will collect Data acquisition
data from various sources about the animals, birds and and data
mammals who are on the edge of extinction. exploration.
They will give graphical representation of that data and
critically analyze the reasons of increasing trend of
extinction.
Activity 2
Student will be given different projects such as project
tiger ,project rhino ,project great Indian bustard, project Problem scoping

108
 elephant ,crocodile conservation project to understand 4W s problem
the need of conservation canvas
They will write a report covering these aspects-
W= Who has started?
W=Where it was started?
W=Why it was started?
W=What was the aim?

Learning Outcomes Students will have a greater knowledge of how wildlife

can be conserved and create awareness among people
in society.

Follow up Activities Students will mark the wildlife sanctuaries on political

map of India.

Reflections ·Poster making competition will be done in the class

between the students to check how creatively they can
spread the awareness message in the society.

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could be then divided into two categories: Training Data and Testing Data. The
AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There can
be various ways in which students can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:
• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use at a later stage.
• Communicate the same to others effectively.
To visualize data, various types of visual representations could be used by the students like diagrams, charts,
graphs, flows, etc.

• Problem Scoping: Problem Scoping refers to understanding a problem and finding various factors
which cause and affect the problem. Under problem scoping, we use the framework of 4Ws problem
canvas where we look into the Who, What, Where and Why of a problem. After observing these factors,
students get clarity regarding the issue to be solved which leads them towards data acquisition.
• 4Ws Problem Canvas:

The 4Ws Problem canvas helps in identifying the key elements related to the problem.

109
Who? The “Who” block helps in analyzing the people getting affected directly or indirectly due to the problem.
Under this, they identify who the ‘Stakeholders’ of this problem are and what is known about them.
Stakeholders are the people who face this problem and would be benefited with the solution.

Who canvas consists of:

• Who are the Stakeholders?

• What do you know about them?

What?

Under the “What” block, they need to look into what they have on hand. At this stage, they need to determine
the nature of the problem. What is the problem and how do they know that it is a problem? Under this block,
they also gather evidence to prove that the problem they have selected actually exists. Newspaper articles,
Media, announcements, etc. are some examples.

What canvas consists of:

• What is the problem?

• How do you know that it is a problem?
(Is there any evidence?)

Where?

Now that they know who is associated with the problem and what the problem actually is; they need to focus
on the context/situation/location of the problem. This block will help them look into the situation in which the
problem arises, the context of it, and the locations where it is prominent.

Where canvas consists of:

• What is the situation/context where the stakeholders experience the problem?

• Where is the problem located?

Why?

They have finally listed down all the major elements that affect the problem directly. Now it is convenient to
understand who the people that would be benefitted by the solution are; what is to be solved; and where will
the solution be deployed. These three canvases now become the base of why they want to solve this
problem. Thus, in the “Why” canvas, they would think about the benefits 63 which the stakeholders would
get from the solution and how would it benefit them as well as the society.

Why canvas consists of: ·

• Why will this situation be of value to the stakeholders?

• How will the solution improve their situation?

Mystery Animal

Students should play the Mystery monster game to understand that difference do exist in all living beings but
they all have some common traits which make it hard to separate or classify one from another until we do
stereotype based on physical features.Teacher should not focus on the result of game but the focus should
be only and only on the process.

http://bit.ly/iai4yma

110
SOCIAL SCIENCE
CLASS 9

3.35 India Size & Location

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 1: India Size and Location

Name of the Book Social Science Contemporary India - 1, Class 9

NCERT

Subject and Understanding the location of India in the world and https://datavizcatalogue.
Artificial to understand its importance using Google Maps com/
Intelligence Using the concept of maps in Artificial Models for https://mapwith.ai/rapid#
Integrated understanding India’s location, size in the world background=OpenTopo
Map&disable_features=
boundaries&map=4.00/1
9.59/59.61

Learning • Understanding what India’s location in the world

Objectives (Latitudinal and longitudinal extent)
• Understanding Size of India and its position in
the world in terms of size
• Understanding the relationship between
distance and time through different longitudes
• Understanding the importance of India’s central
location in the World for trading
• • Understanding India’s relations with its
neighbouring countries.

Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Textbook, globe, World Map, PPT, Pen, paper, white
board/smart board, marker, Laptops and Internet
connection.

Pre – Preparation Video showing India’s location in the world,

Activities Latitudinal, longitudinal extent and standard Meridian
of India.
https://www.youtube.com/watch?v=B7Cf7jwlguc
https://www.youtube.com/watch?v=7o4XtLhPnzw

Previous The students shall be asked questions such as What

Knowledge is latitude and longitude? What is Indian Peninsula?
Why is India called a subcontinent? Why do we have
standard time? Which are the neighbouring countries
of India?

111
 Methodology The teacher will discuss about Using AI Model
• Latitudinal & longitudinal extent of India through datavizcatalogue
Hands on activity using map & atlas And Google Map
• Indian sub-continent using discussion and map
activity
• Indian’s position in the world in terms of size
through bar graph
• Importance of Indian Standard Meridian using
video
• Importance of India’s location through
Discussion/brainstorming
• Neighbouring countries through
• Visual technique using ppt & map of India

Learning At the end of the lesson students will be able to:

Outcomes • Appreciate the importance of India’s relation with
the world through ages and its size through bar
graph and will learn to use datavizcatalogue.
• Develop the skill to locate important latitudes &
longitudes passing through India & the
neighbouring countries of India on the map.
• Appreciate & understand the implication of vast
longitudinal & latitudinal extent of India.
• Appreciate the reason why an ocean is named
after India using google map.

Follow up The students are asked

Activities • To make a map of India showing different states
and UTs.
• To label and locate all the neighbouring
countries, Bay of Bengal, Arbian sea and Indian
ocean on map.
• To find out latitudinal and longitudinal extent of
your state.

Reflections The students will be asked to identify India’s

neighbouring countries, Indian states and UTs on a
globe.
To identify and names the states through which
Standard Meridian is passing

GLOSSARY:

AI Activity Description

Google Map: Google Maps is a web mapping service developed by Google. It offers satellite imagery,
aerial photography, street maps, 360° interactive panoramic views of streets (Street View), real-time traffic
conditions, and route planning for traveling by foot, car, bicycle and air (in beta), or public transportation.

Data vizcatalogue: A handy guide and library of different data visualization techniques, tools, and a learning
resource for data visualization.

112
In general, there are two basic types of data visualization: exploration, which helps find a story the data
is telling you, and an explanation, which tells a story to an audience.

Bar chart
Use the bar chart to compare many items. The bar chart typically presents categories or items displayed
along the Y axis, with their values displayed on the X axis. You can also break up the values by another
category or group.

We need data visualization because a visual summary of information makes it easier to identify patterns
and trends than looking through thousands of rows on a spreadsheet. It's the way the human brain works.
Since the purpose of data analysis is to gain insights, data is much more valuable when it is visualized

RapiD is an enhanced version of the popular OSM editing tool iD.RapiD is designed to make adding and
editing roads quick and simple for anyone to use; it also includes data integrity checks to ensure that new
map edits are consistent and accurate.

The RapiD editor allows human reviewers to visualize the conflated roads, highlight new changes, and use
new commands and shortcuts for the most common data cleanup tasks, such as adjusting the road's
classification to fit in the surrounding context. Because we extended an existing editing tool, iD, mappers are
able to use familiar tooling to work with new data.

113
SOCIAL SCIENCE
CLASS 9

3.36 Forests Society and Colonialism

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 4: Forests Society and Colonialism

Name of the Book India and the Contemporary World, Class 9, NCERT

Subject and AI Tools: Data Acquisition & Data Exploration, Inkle writer
Artificial and AI ethics used to understand the Topic “Forests
Intelligence Society and Colonialism”
Integrated

Learning Objectives • To understand the importance of forests and its (Data Acquisition
impact on human, animals and environment. &
• To understand the causes and effects of Data Exploration)
deforestation in the colonial period with the help of AI Use of Sketchy
methods. Graphs to
• To understand the importance of data and using data represent data
in establishing a trend and finding out reasons for sets
deforestation.
• To understand the anti deforestation measures
during the British period and now.

Time Required 3-4 periods of 45 minutes

Classroom Flexible
Arrangement

Material Required Text book, Reference books, Questionnaire, presentation

– through PowerPoint/charts, Computers with internet

Pre – Preparation Teacher to discuss/ show a chart /explain about

Activities • forest covers in India and the world
• data and its importance. Examples in collecting,
classifying and recording data to be shared.

Previous Learners have an understanding about data interpretation

Knowledge in Mathematics in the form of graphs.

114
Introduction Questions
• Do you think the forests are an important part of our
lives? Why?
• How much are we dependent on the forests?
• Do you think the forest cover of the world is Problem Scoping
decreasing? using 4W Canvas
• If forests are so important in our lives, why the forest
cover is decreasing?
• What will happen if the forest cover gets decreased?
• What effect will it have in the lives of the tribals who
are dependent on the forests?
• How do you know that the forests are decreasing?
• Do you think that there are different ways to collect
information?
• Do you think that the official records of the British
Administration tell us something about the cause and
effect of deforestation in India during that time?
• What other information do you think you would need
to collect to get a complete information of how forests
are exploited?
• Will AI be of some benefit in predicting the trend of
deforestation and its solution?

Methodology Children are divided into groups of 5. Data Acquisition &

• They would be asked what are the reasons for Data Exploration)
deforestation- during the colonial period and now. Use of Sketchy
• They would be asked to make mind maps /system Graphs to
mapping using LOOPY for cause- effect relations represent data
between deforestation, lives of people, wildlife and sets
environment during the British period and now
• http://ncase.me/loopy/
• They would be asked what data would they require to Loopy
know about deforestation in the world and in India?
Some examples – data about the-
Rate of annual deforestation in pre 1700 CE/ 1700-1800
CE/1800-1900CE/ 1900-2000CE/2000-2050 CE-
predicted
Rate of increase in the cultivable lands in these years.
Rate of killing of animals and wildlife habitat .
• After collecting the data for any one of the above the
students will be asked to prepare a bar graph and a
presentation.
• They would be asked -What resources will you use to
collect this data?
• Library resources, interviewing experts/
historians/ecologists/environmentalists/, Government
data sets /Research on the internet etc.
• They would be asked -What solutions to deforestation
were given by the British? How can this problem be
solved now?
• They would be asked-Imagine you are a poor tribal
man who shares a strong cultural and spiritual bond

115
 with forests that never allowed you to exploit and
degrade it out of choice. You get the job of logging Introduction to AI
under a government contract. You need the money to Ethics
run your family whereas denying the job will allow https://www.moralm
someone else to do it. What will you do? achine.net/
Discussion on the text
• How important are the forests in our lives, the tribals
who are culturally bonded with the forests and
wildlife?
• What are the probable dominating reasons of
deforestation? Any differences in the trend in the pre
colonial, colonial and post colonial periods?
• How much deforestation happened in India during the
British period? Why?
• How can AI help to collect data?
• Why is it important to understand the importance of
Data for understanding AI?
• How can AI help in solving the problems of
deforestation and poaching?

Learning Outcomes Students will be able to

• Explain the importance of forests in our lives
• Analyse a cause effect relationship with deforestation
and lives of people, animal, their habitat and
environment with the help of AI tools
• Explain the reasons of deforestation during British
India and now.
• Explain the importance of data in collecting
information
• Interpret the data through graphs and presentation
• Establish a connection with the past and relate it to
present and future.
• Enlist measures taken by the British to solve the
problems of deforestation
• Enlist the ways to curb down deforestation and
poaching
• Analyse the ethical issues regarding deforestation
and relate it to AI ethics.

Follow up Activities They will talk about the importance of forests and how AI https://youtu.be/yYY
can be used to stop deforestation or illegal logging and 0Jg0qGH0
poaching. Trailguard

Reflections How the urban elite and the state force upon the forest
people by denying basic, subsistence-level access to Inklewriter
their traditional resource and continue with intensive www.inklewriter.co
commercial exploitation of the forest m
Students will write their views using Inklewriter

116
GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could then be divided into two categories: Training Data and Testing Data. The
AI model gets trained on the basis of training data and is evaluated on the basis of testing data.

There can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:
• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Loopy - Loopy is an opensource tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn

http://ncase.me/loopy/

AI Ethic:- If an AI machine makes a mistake, who should be held responsible for it? The Developer, The AI
developing firm, The User, or The AI machine itself?

There are a lot of ethical issues which exist around AI since AI is a domain which is boundless at this point
of time. Hence, it is important to have ethical guidelines which can guide us in such conditions where there
is no clear definition of what is right and what is wrong.

https://www.moralmachine.net/

Problem Scoping: Problem scoping refers to understanding a problem and finding out various factors that
affect the problem. In this stage of the AI project cycle, 4W problem canvas method is used that helps the
user answer questions related to the problem thereby arriving at a definite problem statement. The 4Ws are
Who, What , When/Where and Why. The answers to these questions lead to a problem statement

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

117
SOCIAL SCIENCE
CLASS 10

3.37 Water Resources

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED
Chapter Covered Chapter 3: Water Resources
Name of the Contemporary India- II, Class 10, NCERT
book
Subject and AI integrated with Water Scarcity and Need for water
Artificial conservation and management
Intelligence
Integrated
Objectives • To understand the concept of AI project cycle. AI project cycle
• To understand the concept of water cycle using AI
application and how water is a renewable resource. System mapping
• To understand the concept of water scarcity and need for using Loopy App.
water conservation and management. (http://ncase.me/loo
• Multi Purpose River Projects and Rain water Harvesting py/)
as tools of Water management.
• To understand the advantages and disadvantages of the
Multipurpose River Projects.
• To understand how Rain water harvesting method is
being carried out to conserve and store water.
Time Required 3 periods of 40 minutes each
Classroom Flexible
Arrangement
Material Pen, paper, Black Board chalk, Laptops and Internet
Required connections.
Pre- Preparation Students are asked to list down the area affected by water
Activity scarcity and the possible reasons behind the present situation
of water scarcity.
Previous The students are asked to discuss the various usage of water
Knowledge and to devise how water wastage can be controlled.
Introduction The teacher will initiate a discussion about latest facts and Problem scoping:
figures about water scarcity. Who, What, Where
and Why
Methodology • The students are asked to collect data on availability and Data Acquisition
Distribution of fresh water resources at different places.
• The students are asked to interpret the data on the basis of:
- Pre and Post Industrialization Data Exploration
- Pre and Post Urbanization
- State wise Analysis
• The Students are asked to develop different models in order
to ensure Water Conservation and management. (Multi-
Purpose River Projects and Rain Water Harvesting)
• The students are asked to evaluate each and every model Modelling
(Advantages and disadvantages) and choose the best
model which gives the most efficient and reliable results.
Also, they need to find specific AI enhancements which can
be used to enhance their model.
Evaluation

118
 Discussion on There is an open discussion on:
the Text • Water as a renewable resource.
• Water Scarcity: Causes and Effects.
• Water conservation and management techniques.
• Multi-Purpose River Projects: Advantages &
Disadvantages.
• Rain Water Harvesting: Support for Semi-Arid Areas.
Learning • The students will understand the concept of AI project
Outcomes cycle with regard to water scarcity and need for water
conservation and management.
• The students will understand the concept of water cycle
using AI application
• The students will understand Multi-Purpose River Projects
and their advantages and disadvantages.
• The students will understand Rain water harvesting as
tools of Water management and how Rain water
harvesting method is being carried out to conserve and
store water.
Self-Evaluation The Teacher analyses the responses and flow of thoughts of
and Follow-Up students.
Follow-up Students will be asked to analyze the situation in their
Activity surroundings Colony, Village or City, and submit the report on
Water Management mechanism.

GLOSSARY:

1. AI Related Terminologies
AI Project Cycle: AI Project cycle is a framework which is used to design an AI project taking all the crucial
factors into consideration. The project cycle consists of 5 steps namely: problem scoping, data acquisition,
data exploration, modelling and evaluation. Each of the stages holds importance in the framework.

Problem Scoping: Problem Scoping refers to understanding a problem and finding various factors which
affect the problem. Under problem scoping, we use the framework of 4Ws problem canvas where we look
into the Who, What, Where and Why of a problem. After observing these factors, students get clarity towards
the issue to be solved which leads them towards data acquisition.4Ws Problem Canvas:

The 4Ws Problem canvas helps them in identifying the key elements related to the problem.

Who?
The “Who” block helps in analyzing the people getting affected directly or indirectly due to it. Under this, they
find out who the ‘Stakeholders’ to this problem are and what they know about them. Stakeholders are the
people who face this problem and would benefit from the solution.

Who canvas consists of:

• Who are the Stakeholders?

• What do you know about them?
What?
Under the “What” block, they need to look into what they have on hand. At this stage, they need to determine
the nature of the problem. What is the problem and how do they know that it is a problem? Under this block,
they also gather evidence to prove that the problem they have selected actually exists. Newspaper articles,
Media, announcements, etc. are some examples.

119
What canvas consists of:

• What is the problem?

• How do you know that it is a problem? (Is there any evidence?)
Where?
Now that they know who is associated with the problem and what the problem actually is; they need to focus
on the context/situation/location of the problem. This block will help them look into the situation in which the
problem arises, the context of it, and the locations where it is prominent.

Where canvas consists of:

• What is the situation/context where the stakeholders experience the problem?

• Where is the problem located?
Why?
They have finally listed down all the major elements that affect the problem directly. Now it is convenient to
understand who the people that would benefit from the solution are; what is to be solved; and where will the
solution be deployed. These three canvases now become the base of why they want to solve this problem.
Thus, in the “Why” canvas, they would think about the benefits which the stakeholders would get from the
solution and how would it benefit them as well as the society.

Why canvas consists of:

• Why will this situation be of value to the stakeholders?

• How will the solution improve their situation?
Data Acquisition:

Data acquisition refers to acquiring authentic data crucial for the AI model from reliable sources. The data
acquired can then be divided into two categories: Training Data and Testing Data. The AI model gets trained
on the basis of training data and is evaluated on the basis of testing data.

There can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data, the students need to analyze it. For this, they need to visualize the
acquired data in some user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively.
To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Modelling: Once the data has been explored and various trends/patterns have been visualized, students
can now think of various methods/techniques to solve the issue. According to the technique that they choose,
they need to select the most appropriate way to depict it.

120
Evaluation: After creating the model, the students will now evaluate it on the basis of the results expected
versus the actual results obtained. On the basis of this comparison, they will be able to identify if the model
which they have created is efficient or not. Also, at this stage, the students will identify the leverage points
where AI can possibly be integrated in their model to enhance its efficiency. At this stage, the students will
explore various possibilities around which AI can be used to leverage a condition to solve an issue.

2. AI Activity Description

Ask the students to collect data regarding availability and distribution of freshwater at different places.
Students can gather data through various sources online or offline. Ask them to collect authentic data from
reliable sources. After acquiring data, the students will explore it on the basis of the following parameters:

• Pre and Post Industrialization

• Pre and Post Urbanization
• State wise Analysis

Ask the students to visualize data and recognize certain patterns or trends out of the data explored. With the
help of the patterns recognized, students will then work on various models which can help in water
conservation.

Ask the students to select an idea to conserve water and make a model/presentation on it. Once they come
up with their model, students will evaluate it on the basis of its efficiency. They can analyze the efficiency of
their model on the basis of comparing the actual results with the results obtained from the model.

Ask the students to explore leverage points in their model where they can incorporate AI to make their model
more efficient and to solve the problem.

121
SOCIAL SCIENCE
CLASS 10

3.38 Nationalism in India

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: Nationalism in India

Name of the Book India and Contemporary World – II, Class 10, NCERT

Subject and Artificial AI Tools: Inkle Writer and My Story Time integrated with
Intelligence Nationalism in India.
Integrated

Learning Objectives • To identify the causes that led to Nationalism in India.

• To know the various stages of National Movement in
India.
• To understand the spread and impact of National
Movements on different social groups.
• To analyse the comparison between Non Cooperation
Movement and Civil Disobedience movement.
• To make them able to establish comparison with respect www.inklewriter.c
to similarities and dissimilarities among these om
movements.
• To understand and record the timelines, reasons and
impact of Different National Movement through AI app

Time Required 3 Periods of 40 minutes each

Classroom Flexible Seating arrangement

Arrangement

Material Required Textbooks, Blackboard, chalk, laptop / desktop, internet

connection.

Pre – Preparation Students are asked to list down all the national movements
Activities they are able to recall and the possible reasons behind the
growth of nationalism in India. Teacher will explain three
major National Movements Satyagraha, Non Cooperation
Movement, Civil Disobedience Movement in detail to the
students.

Previous Knowledge Students are encouraged to discuss about Anti Colonial

Movements and how these different notion of freedom
brought together as National Movements.

122
 Methodology • Each Student is assigned three National Movements –
Satyagraha, Non Cooperation Movement, Civil Edraw AI App
Disobedience Movement.
• Students are asked to records Timeline & initiation, causes www.inklewriter.c
behind the movement, participation of different social om
groups, impact and withdrawal of these movements.
• Students are asked to establish comparison with respect to
similarities and dissimilarities among these movements.
• Students would be able to record and present their report
through AI app.

Learning Outcomes • The students would be able to identify the causes that led
to Nationalism in India.
• The students would be able to Know the various stages
of National Movement in India.
• The students would be able to understand the spread and
impact of National Movements on different social groups.
• The students would be able to analyse the comparison
between Non Cooperation Movement and Civil
Disobedience movement.
• The students would be able to establish comparison with
respect to similarities and dissimilarities among these
movements.
• The students would be able to understand and record the
timelines, reasons and impact of Different National
Movement through AI app

Follow up Activities Students would present their report in the class with help of
my story time

Reflections Find out the anti colonial movements in different countries. My Story Time
Compare and contrast them with Nationalism in India. https://experiment
Record and play the story with MY Story Time. s.withgoogle.com/
my-storytime

GLOSSARY:

AI Tools Terminologies

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

www.inklewriter.com

My Storytime: My Story Time is a new Google Experiment web application which allows users to record
stories to play back on Google assistant devices. Record stories from anywhere and play them back at home
with Google assistant

https://experiments.withgoogle.com/my-storytime

123
SOCIAL SCIENCE
CLASS 10

3.39 Political Parties

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 6: Political Parties

Name of the Book Democratic Politics-II, Class 10, NCERT

Subject and Understanding the role of Political Parties in the rise of

Artificial democracies, in electoral politics, and in the making and
Intelligence working of governments with help of AI Project Cycle.
Integrated

Learning • To define Political Party, compare and contrast Political

Objectives Parties and analyze the candidates and platforms of the ·.
Political Parties
• To introduce students to major National and State
Political Parties. Links used :https://www.myneta.info/
https://eci.gov.in/
https://adrindia.org/
• To understand and analyse party systems in democracies.
• To know about Defection and toppling of Governments

Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, Paper, Smart board, wi-fi connection for data acquisition
and reference materials, Recent Articles in Newspapers

Pre – Preparation • Students will be shown a video on Political Parties and why Google Lens
Activities do we need Political Parties
https://www.myneta.info/
https://www.youtube.com/watch?v=gp7L-wrMBaI&t=56s
• Students will be then asked to evaluate their reasons for
identifying with a specific political party based on the video
lesson.
• Students will be told to find out the name of the
representatives from their constituency.
• Students can use Google Lens for recognising the
symbols of Political Parties

Previous Students will be asked about their representatives from their

Knowledge constituency and the work done by the representative.

124
 Methodology The Manifestos of some of the parties would be read out.
Students could create their own Political Parties and create
their own Manifestos. Students would be asked to read out
their manifestos in class.

Learning By the end of this students will be able to define Political Party, Data Acquisition
Outcomes compare and contrast Political Parties and analyze the and data
candidates and platforms of the Political Parties Exploration
Defection and toppling of Governments.

Follow up Students can run a Mock election in class with students divided
Activities across party lines.
Students can survey their parents and relatives on Political
party affiliation. They can ask them why they identify with that
particular party. Students will report their findings to the class.

Reflections Students could reflect on few questions. Inklewriter

• Should an individual fluctuate in terms of Political Party
affiliations? Defection could be discussed.
• What happens when a person agrees with some of the
positions of both the parties?
Students can take the help of Inklewriter and write their
reflections
https://www.google.com/search?q=inklewriter&rlz=1C1CHBD
_enIN779IN779&oq=inklewriter&aqs=chrome..69i57j0l7.5645
j0j7&sourceid=chrome&ie=UTF-8

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and authentic
sources/platforms that is required for the AI model. There can be various ways to collect data.

Data Exploration: Data Exploration refers to visualising the data to determine the pattern, relationships
between elements and trends in the dataset that gives a clear meaning and understanding of the dataset.
Data exploration is important as it helps the user to select an AI model in the next stage of the AI project
cycle. To visualise the data, various types of visual representations can be used such as diagrams, charts,
graphs, flows and so on.
https://datavizcatalogue.com

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.
www.inklewriter.com

AI Related Activities

Links for reference:

• Election Commission of India: https://eci.gov.in/
• Association for Democratic Reforms: https://adrindia.org/
• Myneta: https://www.myneta.info/
• Google lens: https://lens.google.com/

125
SOCIAL SCIENCE
CLASS 10

3.40 Democracy and Diversity

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Democracy and Diversity

Name of the Democratic Politics II, Class 10, NCERT

Book

Subject and Understanding Diversity by using AI Project Cycle and AI

Artificial Modeling.
Intelligence
Integrated

Learning The objective of the lesson is:

Objectives • To understand the importance of democracy and
accept diversity in society.
• To accept the presence of diversities in the world.
• To Value democracy as a form of government which
accommodates diversities
• To respect diversity at home, school and
neighborhood.

Time Required 4 period of 40 minutes each

Classroom Regular classroom arrangement

Arrangement

Material Required Pen, paper, Black Board chalk, Laptops and Internet
connections, Power Point , Smart Board.

Pre – Preparation Play a game- Mystery Animal

Activities Through this game I would like my students learn that Mystery Animal
“differences do exist but until we stereotype them, we
cannot spot this difference in animals as well as in
humans.”

Previous Learners dwell upon their understanding about democracy https://www.audible

Knowledge and diversity and incident of USA and Mexico Olympic. .com/blog/playlisted
Ques 1; How do you think we know about different events /an-antiracism-
that happened in the past? listening-list
Ques 2;Do you thing official records tell us the story from Ai tool -
the prospective of oppressed people? https://ncase.me/po
lygons/

126
Methodology Children are divided into groups of 5(7students each Data Acquisition
group) and asked what data would they like to collect about Data Exploration
the lesson.
Story of Mexico Olympic
Origins of social differences
Overlapping differences
cross-cutting differences
Politics of social divisions
After collecting the data for any one of the above the
students will be asked to prepare a presentation emphasis
onWhat resources will you use to collect this data? Library
resources, interviewing historians, old people and their
experiences, Government data sets etc.

Learning The students will be able to:

Outcomes • Understand the importance of democracy and accept
diversity in society Accept the presence of diversities in
the world.
• Value democracy as a form of government which
accommodates diversities
• Respect diversity at home, school and neighborhood.

Follow up Discussion on
Activities • How can they make this process simpler with the help of
using AI?
• How can AI help to collect data?
• Why is it important to understand the importance of Data
for understanding AI?

Reflections Create a project on how do we stereotypevarious types of https://teachablema

visual representations can be used by the students like chine.withgoogle.co
diagrams, charts, graphs, flows, etc. to teach a machine to m/
differentiate between things and in the process also
understand the ways we stereotype and why should we try
to avoid it.
Using these representations, students need to understand
the patterns of lifestyle in the past in USA and deliver a
presentation on the same.

127
GLOSSARY:

AI Related Terminologies

Problem Scoping:

Problem scoping refers to understanding a problem and finding out various factors that affect the problem.
In this stage of the AI project cycle, 4W problem canvas method is used that helps the user answer questions
related to the problem thereby arriving at a definite problem statement. The 4Ws are Who, What,
When/Where and Why. The answers to these questions lead to a problem statement

Data Acquisition:

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Data Exploration:

Data Exploration refers to visualising the data to determine the pattern, relationships between elements and
trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

https://datavizcatalogue.com

AI model training:

An algorithm is said to be artificially intelligent if it gets trained and can make decisions/predictions by its
own. The intelligence which a machine gains, comes by the training the machine with the appropriate dataset.
For example, a machine is to be created which needs to classify an image as either for example apple or
banana.

To achieve this task, the machine is trained with the images we required. The machine is tested by providing
image.

https://teachablemachine.withgoogle.com/models/WU_llfNfJ/

Classification

Classification is a part of supervised learning model. Classification models work on labelled dataset and are
used to predict the label/class of the testing dataset which is unknown to the machine. For example, an AI
model is trained on a labelled dataset of 100 images of apples and 100 images of bananas. The machine
gets trained on the dataset by extracting features from the dataset and understands what features will classify
an image as an apple or a banana. To test the machine, random images of an apple/banana are fed to the
AI model and the output will be classification of apples and bananas

Mystery Animal

Students should play the Mystery monster game to understand that difference do exist in all living beings but
they all have some common traits which make it hard to separate or classify one from another until we do
stereotype based on physical features.

Teacher should not focus on the result of game but the focus should be only and only on the process.

Mystery Animal http://bit.ly/iai4yma

128
SOCIAL SCIENCE
CLASS 10

3.41 Globalisation

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 4: Globalisation

Name of the Book Economics, Class 10, NCERT

Subject and Artificial AI Project Cycle integrated with Globalisation

Intelligence Integrated

Learning Objectives • To understand the concept of Globalisation and

link it with foreign trade using Mentimeter
• Globalization,YouTube video:
• https://www.youtube.com/watch?v=JJ0nFD19eT8\
• To understand the factors responsible for Data Acquisition and
globalisation in India and also present graphically Data Exploration
the influx of MNCs in India after 1990s
• To analyse the positive and negative effects of https://datavizcata
globalisation logue.com
• To create the list ofcountries who aremembers of Google my maps
WTO and depict them on Google my maps
• To classify the MNC logos into domestic and MNC
companies Google Lens
• To understand the role of WTO.Discuss about the
reasons for SEZ in India.

Time Required 3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, paper, blackboard, chalk,, internet websites for

data acquisition & laptops

Pre – Preparation The students are divided into two groups and collect
Activities data of countries who aremembers of WTO andinflux of
MNCs in India after 1990s.

Previous Knowledge The students should be aware of the various companies

existing in the country

Methodology The students are asked to write one word when they
hear Globalisation
The students are asked to discuss factors responsible Data Acquisition and
for globalisation in India and also present graphically
Data Exploration
the influx of MNCs in India after the 1990s.
The students are asked to analyse the positive and
negative effects of globalisation
The students are explained the role of WTO and asked
to the reasons for SEZ in India.
The students are asked to collect the data and identify
countries who are members of WTO.

129
 Learning Outcomes • The students will understand the concept of
globalization
• Examine the process ofLiberalization as a factor
thathas enabled globalization.
• Distinguish between Positiveand negative impact
ofglobalization.
• Discuss about the role ofSEZ in India.
• Describe the objectivesand functions of WTO.

Follow up Activities Students are asked to identify countries who

aremembers of WTO on google MyMaps and make
presentations depicting graphically about the trends in
influx of MNCs in India after 1990s

Reflections Students will be asked to analyze to what extent

globalisation can be incorporated in a developing
country like India.

GLOSSARY:

1. AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired can then be divided into two categories: Training Data and Testing

Data. The AI model gets trained on the basis of training data and is evaluated on the basis of testing data.
There can be various ways in which you can collect data. Some of them are:
• Surveys
• Web Scraping
• Sensors
• Cameras
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they needto
visualize the acquired data in a user-friendly format so that they can:

• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use it at a later stage.
• Communicate the same to others effectively.
To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Google Lens: Google Lens is an image recognition technology developed by Google, designed to bring up
relevant information related to objects it identifies using visual analysis based on a neural network.

2. AI Activity Description

Students would start acquiring authentic data from various reliable sources to understandvarious members
of WTO and also their MNCs working in India and will explore the same in the form of visual representations.
They will also be able to relate their searches to identify which country has major investment in India. The
students will be shown images of various company logos and asked to classify them into domestic and MNC
companies.

130
SOCIAL SCIENCE
CLASS 10

3.42 Money and Credit

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 3: Money and Credit

Name of the Understanding Economic Development, Class X,

Book NCERT

Subject and Understanding the functions of Money and vicious

Artificial circle of Credit using the AI tools: INKLE WRITER (to
Intelligence explain Barter System) & AI PROJECT CYCLE
Integrated

Learning The students will be able to : Introduction of

Objectives • Understand the concept of AI Project Cycle “INKEL WRITER” AI
• Mention the functions of money Tool and explaining
• Enlist the modern forms of money the Barter System
• Examine the functions of bank and Double
• Distinguish between formal source and informal Coincidence of
source credit Wants
• Focus on the need of expansion of formal source 4 W Canvas to
of credit in rural areas explain the need &
• Criteria to avail a loan role of money
Data Acquisition
• Comparative study between Self Help Group of
(About SHG &Gramin
India &Gramin Bank Of Bangladesh Cooperatives
Bank of Bangladesh)
LOOPY- Vicious
circle of Credit

Time Required 8 periods of 40 minutes

Classroom Flexible
Arrangement

Material Required Pen, Paper, Whiteboard, Marker, screen and

projector, desktop, internet websites for data
acquisition, you tube videos

131
Pre – Preparation The students are divided into three different groups of
Activities Bankers, lenders and borrowers to understand the
banking system, generation of money, link b/w and
they will have a role play activity.
The students will be given instructions to get two
cheques i.e. one cancelled and one blank cheque for
cheque activity.

Previous The students will be asked about their visit to a bank

Knowledge and sharing of their experiences, about different
aspects of workings of a bank.

Methodology • Introduction of the Barter System

The students will be introduced to a hypothetical www.inkelwriter.com
story with the help of AI tool Inkel Writer.
• Introduction to Different Forms of Money
The students would be asked questions related to
the need and role of money in Indian Economy
with the help of 4W Canvas. Integration with
Students will be asked to name the different parts English
of a cheque in the form of a mindmap.
• Cheque Activity
• Students will be asked to label the different parts
of a cheque and will be taught how to fill a cheque.
• Role Play
The Students will be divided into three groups and
will be asked to present a role play to understand
the generation of money, banking system and the https://bit.ly/3jz4QBD
link between borrowers, lenders and bankers.
Students will be asked to think about Formal and
Informal Source Of Credit in Rural and Urban
Areas using AI tool Classification.
• Vicious Circle Of Credit
The students will be explained how to use LOOPY
to understand the vicious circle of Credit in a better
way.
• Data Acquisition & Data Exploration
Students will be asked to collect the data related
to SHG &Gramin Bank of Bangladesh and then
discussion on the data collected.

132
 Discussion on There will be discussion on :
the Text • Distinguish between formal source and informal
source credit
• Need of expansion of formal source of credit in
rural areas
• Why is the circle of credit known as a vicious
circle?

Learning The students will be able to:

Outcomes • understand the functions of money
• recognise the significance of modern forms of
money
• realise the virtuous and vicious aspects of credit
• - develop the spirit of inquiry and research

Follow up Debate on Why there is a need for the Expansion of

Activities Formal Source Of Credit in Rural Areas

Reflections Make areport on most popular sources of credit

available in students’ area.

GLOSSARY:

AI Related Terminologies

Data Acquisition refers to acquiring authentic data from reliable and authentic sources/platforms that is
required for the AI model. There can be various ways to collect data.

Various sites will be referred for the acquisition of the data.

Data will be related to Self Help Groups &Gramin Bank of Bangladesh.

Data Exploration refers to visualising the data to determine the pattern, relationships between elements
and trends in the dataset that gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI project cycle. To visualise the
data, various types of visual representations can be used such as diagrams, charts, graphs, flows and so
on.

A discussion will be conducted after Data exploration.

https://datavizcatalogue.com

Inklewriter

Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and
creative writing.

With the help of the Inkle writer, the students will present their data collected.

www.inklewriter.com

133
SOCIAL SCIENCE
CLASS 10

3.43 Sectors of the Indian Economic

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 2: Sectors of the Indian Economic

Name of the Book Understanding Economic Development, Class X,

NCERT

Subject and AI Project Cycle integrated for understanding of economic

Artificial activities of different sectors.
Intelligence
Integrated

Learning Objectives Students will be able:

• to classify the sectors of economic activity
• to explain about the activities of different sectors of
economic activity

Time Required 2 period 40 minutes each

Classroom Flexible
Arrangement

Material Required Smart board, world map, laptop/desktop,internet

connection, projector and marker.

Pre – Preparation Pictures of different economic sectors will be shown to the

Activities students.

Previous Ask students to Problem Scoping

Knowledge • observe the picture and identify the activity.
• classify the activities of people living in urban areas
and activities of rural people

Methodology • The student will be asked to make a list of the Data Acquisition
occupations in which their family members are Data Exploration
engaged. Evaluation
• On the basis of collected information, students will be
asked:
- In which area do you and your family live?
- Your family members are engaged in which sector
of economic activity
• Students will be asked to make a table and will be given
the list of occupations and they will classify them under
the three sectors of economic activity.

Learning Outcomes Students will be able to classify the activities of three

sectors of economic activity.

134
 Follow up Activities Students will be shown a bar graph to interpret. Data Acquisition
Students will be asked questions on the basis of the bar
graph. Data Exploration
• Which was the largest producing sector in 1973-74?
• Which is the largest producing sector in 2013-14?
• Can you say which sector has grown the most over
forty years?
Students will be asked to analyse the bar graph and Data Evaluation
compare between these 3 sectors and find out why there is
rising Importance of the Tertiary Sector in Production?

Reflections Students will be able to differentiate between these three

sectors of economic activity.

GLOSSARY:

AI Related Terminologies

Data Acquisition: Data acquisition refers to acquiring authentic data crucial for the AI model from reliable
sources. The data acquired could be then divided into two categories: Training Data and Testing Data.

The AI model gets trained on the basis of training data and is evaluated on the basis of testing data. There
can be various ways in which you can collect data.
Some of them are:
• Surveys
• Web Scraping
• Sensors
• Camera
• Observations
• Application Program Interface

Data Exploration: After acquiring data there comes the need to analyze the data. For this, they need to
visualize the acquired data in some user-friendly format so that they can:

• Quickly get a sense of the trends, relationships and patterns contained within the data.
• Define strategy for which model to use at a later stage.
• Communicate the same to others effectively.

To visualize data, various types of visual representations can be used by the students like diagrams, charts,
graphs, flows, etc.

Problem Scoping: Problem scoping refers to understanding a problem and finding out various factors that
affect the problem. In this stage of the AI project cycle, 4W problem canvas method is used that helps the
user answer questions related to the problem thereby arriving at a definite problem statement. The 4Ws are
Who, What , When/Where and Why. The answers to these questions lead to a problem statement.

135
SOCIAL SCIENCE
CLASS 10

3.44 Agriculture

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 4: Agriculture

Name of the Social Science Contemporary India - II, Class 10,

Book NCERT

Subject and Understanding Agriculture and its importance and about the
Artificial major crops grown in India and the geographical conditions
Intelligence required using the concept of AI Project Cycle, Problem
Integrated Scoping and Data Analysis.

Learning • Understanding about integration of AI and agriculture

Objectives • Understanding what is agriculture
• Understanding the importance of agriculture for our
country
• Understanding types of agriculture
• Understanding different cropping seasons and patterns
• Understanding the problems of agriculture and farmers
• Understanding the major initiatives of govt to overcome
the agricultural challenges.

Time Required 8 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Textbook, PPT, Map of India, Pen, paper, white board/smart

Required board, marker, Laptops and Internet connection, You tube.

Pre – The students can be taken to a farm and can talk to the
Preparation farmers about crops they grow and the problems they face
Activities and the measures they take to increase production.

Previous The students shall be asked questions

Knowledge • What is the main source for the food humans eat daily?
• How many years ago did agriculture begin?
• What is the definition of agriculture?
• What did humans do before agriculture?
• What are the main types of agriculture?
• How can we use AI to increase agriculture production?

136
Methodology Introduction - There is a video on agriculture shown to AI project cycle and
students in preparation for the lesson. Problem Scoping
● The teacher will explain about agriculture and will do brain (Who what Where
storming and will ask students about importance of and why)
agriculture for India and for other sectors. Data Acquisition
● The teacher will show one video on different types of crops Data Exploration
grown in India and various cropping seasons then the
students will be asked to differentiate theses like
https://youtu.be/YGfCWpgygTk (Types of crops)
What is the difference between commercial and subsistence
farming?
● The students will ask about the major problems of farmers
and agriculture.
The students will be asked to collect data on geographical
conditions required for growing these crops
The students will be asked to see state wise production of
various crops
The students will be asked to collect the information on the
various steps taken by govt to increase production and to
check which initiatives of the govt are actually helping the
farmers
https://youtu.be/ODyT65htFLY(Technological and
institutional reform)
and the video of the same will be shown
Video showing the use of AI in agriculture.
https://youtu.be/KpZMEU9wIb8(For integration of AI and
agriculture)

Learning At the end of the chapter students will be able to understand

Outcomes different cropping seasons and the various types of crops
grown in India
Students will be able to understand Major challenges of
agriculture and its solutions
Students will be able to understand importance of agriculture
for our country and the world
Students will be able to use AI in agriculture or the integration
of both

Follow up The students will be asked to make a chart showing the major Datavizcatalogue
Activities crops like wheat rice and its geographical requirements and Datavizcatalogue
distribution in the form of a table Tree Diagram
The students will be asked to make mind Maps using Tree
Diagram Choropleth Maps
The students will be asked to make maps of major crops by
pasting real material like wheat rice on the states of high
production
Or Using Datavizcatalogue Choropleth Maps

Reflections Students will be shown images of different crops and will be

asked to classify them under food, fibre,commercial or
beverage crops and to write geographical condition of each
crop.

137
GLOSSARY:

AI Activity Description

Problem Scoping: Problem Scoping refers to understanding a problem and finding out various factors which
affect the problem. Under problem scoping, we use the framework of 4Ws problem canvas where we look
into the Who, What, Where and Why of a problem. After observing these factors, students get clarity towards
the issue to be solved which leads them towards data acquisition.

AI Project Cycle: AI Project cycle is a framework which is used to design an AI project taking all the crucial
factors into consideration. The project cycle consists of 5 steps namely: problem scoping, data acquisition
and data exploration. Each of the stages holds importance in the framework.

AI has been an academic area of study for many years with lots of dips on the way to its progress; in recent
times it is increasingly becoming an enabler for a variety of technologies and appliances that impact our daily
lives. Also, with the ever-increasingcomputingpower,lessercostof data storage and immensedata available,
there is a boom of technological innovations, which should make us believe that ‘AISpring’ has arrived. So,
AI is marching ahead to be the mainstream of the mainstream disciplines of study that it connects.
Tree Diagram:A Tree Diagram is a way of visually representing hierarchy in a tree-like structure. Typically
the structure of a Tree Diagram consists of elements such as a root node, a member that has no
superior/parent. Then there are the nodes, which are linked together with line connections called branches
that represent the relationships and connections between the members. Finally, the leaf nodes (or end-
nodes) are members who have no children or child nodes.

Tree Diagrams are often used:

To show family relations and descent.

In taxonomy, the practice and science of classification.

In evolutionary science, to show the origin of species.

In computer science and mathematics.

In businesses and organisations for managerial purposes.

138
Choropleth Maps display divided geographical areas or regions that are coloured, shaded or patterned in
relation to a data variable. This provides a way to visualise values over a geographical area, which can show
variation or patterns across the displayed location.

The data variable uses colour progression to represent itself in each region of the map. Typically, this can
be a blending from one colour to another, a single hue progression, transparent to opaque, light to dark or
an entire colour spectrum.

One downside to the use of colour is that you can't accurately read or compare values from the map. Another
issue is that larger regions appear more emphasised then smaller ones, so the viewer's perception of the
shaded values are affected.

A common error when producing Choropleth Maps is to encode raw data values (such as population) rather
than using normalized values (calculating population per square kilometre for example) to produce a density
map.

139
SOCIAL SCIENCE
CLASS 10

3.45 Nationalism in Europe

PARAMETERS DESCRIPTION AI CONCEPTS

INTEGRATED

Chapter Covered Chapter 1: Nationalism in Europe

Name of the Book India and the Contemporary World - 2, Class 10,
NCERT

Subject and Artificial AI Tools: Problem scoping Decision tree, Inkle writer or
Intelligence Dungeon, Google lens integrated with Nationalism in
Integrated Europe

Learning Objectives To understand the role of middle class in the making of

Nationalism in Europe in the Post Napoleonic period

Time Required 2-3 periods of 40 minutes each

Classroom Flexible
Arrangement

Material Required Pen, Paper, Black/Green Board, chalk, Map of Europe,

Smart board, Internet, Laptops

Pre – Preparation Teacher to discuss and explain about What do the students
Activities understand about nation- state?
What is nationalism?
Students will observe a Map of mid eighteenth century
Europe

Previous Knowledge The factors that led to French revolution, Rise of Napoleon
and the impact of his reforms on Europe

Introduction Questions for Discussion:

• Who are the middle class people?
• How did the middle class emerge in the late eighteenth Problem scoping
century? by 4W Canvas
• Do you think they were happy with the ways the
aristocrats in Europe lived? If not, why?
• What were the changes the middle class wanted to
bring?
• Why do you think the middle class always want a
change in the society?
• How do they bring changes?
• Were there any changes in the European society
during the reign of Napoleon?
• Did the situation change after Napoleon’s defeat?
• Why people revolt? In what ways?

140
Methodology Children are divided into groups of 5
• They would be asked to discuss in the group the idea
of Liberalism and how was it developing the feeling of
nationalism in the minds of the Middle class Problem scoping
Europeans. by 4W Canvas
• They will make mind maps /system mapping using
LOOPY/ Problem scoping by using 4w Canvas to Loopy
build up the idea of Liberalism in the context of social,
political and economic factors
http://ncase.me/loopy/
• They will now be asked to discuss in groups and each Inklewriter
group will develop a story based on the Treaty of
Vienna (1815) after the defeat of Napoleon. They can
use Inkle writer to develop their stories.
www.inklewriter.com Decision tree.
https://play.aidungeon.io/
• The students discuss about the rise of the
revolutionaries and their operations in the post
Napoleonic period. They can discuss about their
modus operandi (insurrection and/ or education to the Google Lens
people) by using the Decision tree.
• The Students can also use the Google Lens to study Google map
about the pictures of caricatures and paintings as a
source of history
• The students relate the maps of 19th century map of
Europe with the recent one with the help of Google
Map

Learning Outcomes Students will be able to

● Explain the rise of middle class in the second half of
18th century.
● Explain the demands of the middle class.
● Analyse the idea of Liberal Nationalism in the context
of social, political and economical issues.
● Explain the topics with the help of 4W Canvas and
Loopy
● Analyse the reasons for the rise of revolutionaries after
the Treaty of Vienna.
● Develop stories and write report with the help of
Inklewriter or Dungeon
● Explain the work of secret revolutionaries under the
leadership of Giuseppe Mazzini against the
conservative order
● Explain the operations of the revolutionaries with the
help of Decision Tree
● Explain the topics with the help of caricatures and
paintings with the help of Google Lens
● Relate the mid Nineteenth century map of Europe and
the recent map with the help of Google Map

141
 Follow up Activities Students will listen to each other and learn from their peers Inkle writer
during the presentation
They will write a report on the Problems arising after the
reinstatement of Conservative Order of 1815 and the rise
of Nationalism in Europe during that period with Inklewriter
www.inklewriter.com

Reflections • They will research about the political condition of India

from late Eighteenth Century till mid Nineteenth
Century.
• Discuss on the feeling of nationalism among the
Indians and its backdrop.
• Research on rise of Revolutionaries and their
operations in India. Google Map
• 4. Relate the empires and regions of Europe in the mid
Nineteenth Century with the present countries with the
help of Google Map

GLOSSARY

AI Related Terminologies

Problem Scoping: Problem Scoping refers to understanding a problem and finding various factors which
cause and affect the problem. Under problem scoping, we use the framework of 4Ws problem canvas where
we look into the Who, What, Where and Why of a problem. After observing these factors, students get clarity
regarding the issue to be solved which leads them towards data acquisition.

4Ws Problem Canvas:

The 4Ws Problem canvas helps in identifying the key elements related to the problem.

Who?

The “Who” block helps in analyzing the people getting affected directly or indirectly due to the problem. Under
this, they identify who the ‘Stakeholders’ of this problem are and what is known about them. Stakeholders
are the people who face this problem and would be benefited with the solution.

Who canvas consists of:

• Who are the Stakeholders?

• What do you know about them?

What ?

Under the “What” block, they need to look into what they have on hand. At this stage, they need to determine
the nature of the problem. What is the problem and how do they know that it is a problem? Under this block,
they also gather evidence to prove that the problem they have selected actually exists. Newspaper articles,
Media, announcements, etc. are some examples.

What canvas consists of:

• What is the problem?

• How do you know that it is a problem? (Is there any evidence?)

142
Where?

Now that they know who is associated with the problem and what the problem actually is; they need to focus
on the context/situation/location of the problem. This block will help them look into the situation in which the
problem arises, the context of it, and the locations where it is prominent.

Where canvas consists of:

• What is the situation/context where the stakeholders experience the problem?

• Where is the problem located?

Why?

They have finally listed down all the major elements that affect the problem directly. Now it is convenient to
understand who the people that would be benefitted by the solution are; what is to be solved; and where will
the solution be deployed. These three canvases now become the base of why they want to solve this
problem. Thus, in the “Why” canvas, they would think about the benefits which the stakeholders would get
from the solution and how would it benefit them as well as the society.

Why canvas consists of:

• Why will this situation be of value to the stakeholders?

• How will the solution improve their situation?

Loopy: is an open source tool to understand the concept of system maps. A system map shows the
components and boundaries of a system and the components of the environment at a specific point in time.
With the help of system maps, one can easily define a relationship amongst different elements which come
under a system. The map shows the cause & effect relationships of elements with each other with the help
of arrows. The arrow-had depicts the direction of the effect and a sign (+ or -) shows their relationship. A +
sign indicated positive relationship and a - sign indicates negative relationship between the elements.
Considering the data features of any problem to be solved, a system map can be drawn.
https://ncase.me/loopy/v1.1/?data=[[[1,487,59,1,%22Autocratic%2520Monarch%22,4],[2,576,253,1,%22%
2520no%2520freedom%2520of%2520press%22,5],[3,769,125,0.5,%22censorship%22,0],[4,887,305,1,%2
2%2520no%2520freedom%2520of%2520speech%22,5],[6,321,284,0.5,%22social%2520hierarchies%22,0
],[7,366,497,1,%22Aristocracy%2520and%2520nobility%22,5],[8,166,217,0.66,%22Church%22,0],[9,812,5
42,0.66,%22Liberty%2520and%2520Equality%22,3]],[[1,2,89,1,0],[1,3,82,1,0],[3,2,57,-1,0],[3,4,12,-
1,0],[4,1,337,-1,0],[6,1,69,1,0],[6,7,-58,1,0],[8,1,97,1,0],[3,9,-48,-1,0],[6,9,-42,-1,0],[8,9,-244,-1,0],[9,1,-355,-
1,0]],[],9%5D

Inklewriter: Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's
perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer
skills and creative writing.

www.inklewriter.com

Google Lens: Google Lens is an image recognition technology developed by Google, designed to bring up
relevant information related to objects it identifies using visual analysis based on a neural network.

Decision Tree: Decision Tree is a rule based AI model to solve classification or regression problems which
helps the machine in predicting the element with the help of various rules fed to it. A decision tree looks like
an inverted tree where root is at the top and the tree further divides into branches, nodes and leaves. Root
is the starting point of a decision tree. Depending on the rules, the tree splits further into various branches
that lead to an end point known as a leaf. Each leaf of the tree is labelled with a class.

143
 CHAPTER 4

Appendix 1
AI Curriculum
ARTIFICIAL INTELLIGENCE CURRICULUM
(Class 8 & 9)
OBJECTIVE

The objective of this unit is to develop a readiness for understanding and appreciating Artificial Intelligence
and its application in our lives. This unit focuses on:

1. Helping learners understand the world of Artificial Intelligence and its applications through games,
activities, and multisensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age appropriate manner.
3. Allowing the learners to construct meaning of AI through interactive participation and engaging
hands-on activities.
4. Introducing the learners to AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.

LEARNING OUTCOMES

Learners will be able to:

• Identify and appreciate Artificial Intelligence and describe its applications in daily life.
• Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the three
domains of AI: Data, Computer Vision and Natural Language Processing and Undergo assessment
for analyzing their progress towards acquired AI-Readiness skills.
• Imagine, examine and reflect on the skills required for futuristic job opportunities.
• Unleash their imagination towards smart homes and build an interactive story around it.
• Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
• Gain awareness about AI bias and AI access and describe the potential ethical considerations of AI.
• Develop effective communication and collaborative work skills.
• Get familiar and motivated towards Artificial Intelligence and Identify the AI Project framework. Learn
problem scoping and ways to set goals for an AI project and understand the iterative nature of
problem scoping in the AI project cycle.
• Brainstorm on the ethical issues involved around the selected problem
• Foresee the kind of data required and the kind of analysis to be done, identify data requirements
and find reliable sources to obtain relevant data.
• Use various types of graphs to visualize acquired data.
• Understand, create, and implement the concept of Decision Trees.
• Understand and visualize computer’s ability to identify alphabets and handwritings.
• Understand and appreciate the concept of Neural Network through gamification and learn basic
programing skills
• Acquire introductory Python programming skills in a very user-friendly format.

144
UNIT WISE DISTRIBUTION
MARKS
No. UNIT SUB-UNIT DURATION
Theory Practical

Excite 2.4 Hours (4 Periods)

Relate 02 Hours (3 Periods)

1 Introduction to AI Purpose 02 Hours (3 Periods) 10 10

Possibilities 02 Hours (3 Periods)

AI Ethics 3.6 Hours (6 Periods)

Problem
14 Hours (21 Periods)
Scoping

Data Acquisition 02 Hours (3 Periods)

2 AI Project Cycle 10 10
Data Exploration 04 Hours (6 Periods)

Modelling 06 Hours (9 Periods)

3 Neural Network 04 Hours (6 Periods) 10 10

4 Introduction to Python 70 Hours (105 Periods) 20 10

5 Co-curricular Skills 10

TOTAL 112 Hours (168 Periods) 50 50

Total: 100 Marks

COURSE OUTLINE

SUB-
UNIT SESSION/ACTIVITY/PRACTICAL LEARNING OUTCOMES
UNIT

Session: Introduction to AI and setting up

To identify and appreciate Artificial
the context of the curriculum
Intelligence and describe its
Ice Breaker Activity: Dream Smart Home applications in daily life.
idea
Introduction to AI

Learners to design a rough layout of floor

plan of their dream smart home.
Excite
Recommended Activity: The AI Game
To relate, apply and reflect on the
Learners to participate in three games Human-Machine Interactions.
based on different AI domains.

● Game 1: Rock, Paper and Scissors

(based on data) To identify and interact with the three
● Game 2: Mystery Animal (based on domains of AI: Data, Computer
Natural Language Processing - NLP)

145
 ● Game 3: Emoji Scavenger Hunt Vision and Natural Language
(based on Computer Vision - CV) Processing.

To undergo an assessment for

Recommended Activity: AI Quiz (Paper
analyzing progress towards
Pen/Online Quiz)
acquired AI-Readiness skills.

Recommended Activity: To write a letter

Writing a Letter to one’s future self To imagine, examine and reflect on

the skills required for futuristic job
● Learners to write a letter to self keeping opportunities.
the future in context. They will describe
what they have learnt so far or what
they would like to learn someday
Video Session: To watch a video Learners to relate to application of
Relate Introducing the concept of Smart Cities, Artificial Intelligence in their daily
Smart Schools and Smart Homes lives.

To unleash their imagination

Recommended Activity: Write an
towards smart homes and build an
Interactive Story
interactive story around it.
Learners to draw a floor plan of a
Home/School/City and write an interactive
story around it using Story Speaker To relate, apply and reflect on the
extension in Google docs.
Human-Machine Interactions.

Session: Introduction to sustainable

development goals To understand the impact of Artificial
Intelligence on Sustainable
Purpose Recommended Activity: Go Goals
Development Goals to develop
Board Game
responsible citizenship.
● Learners to answer questions on
Sustainable Development Goals
Session: Theme-based research and
Case Studies

● Learners will listen to various case- To research and develop awareness

studies of inspiring start-ups, of skills required for jobs of the
companies or communities, where AI future.
has been involved in real-life.
● Learners will be allotted a theme
around which they need to search for
present AI trends and have to visualize To imagine, examine and reflect on
Possibilities the future of AI in and around their
respective theme. the skills required for the futuristic
Recommended Activity: Job Ad opportunities.
Creating activity

● Learners to create a job advertisement

To develop effective communication
for a firm describing the nature of job
available and the skillset required for it and collaborative work skills.
10 years down the line. They need to
figure out how AI is going to transform
the nature of jobs and create the Ad
accordingly.

146
 Video Session: Discussing about AI
Ethics

Recommended Activity: Ethics To understand and reflect on the

Awareness ethical issues around AI.
● Students play the role of major
stakeholders and they have to decide
what is ethical and what is not for a
given scenario.
Session: AI Bias and AI Access

AI Ethics To gain awareness around AI bias

● Discussing about the possible bias in
and AI access.
data collection
● Discussing about the implications of AI
technology
Recommended Activity: Balloon Debate

● Students divide in teams of 3 and 2 To let the students analyze the

teams are given same theme. One advantages and disadvantages of
team goes in affirmation to AI for their Artificial Intelligence.
section while the other one goes
against it.
● They have to come up with their points
as to why AI is beneficial/harmful for
the society.

Session: Introduction to AI Project Cycle

● Problem Scoping
● Data Acquisition Identify the AI Project
● Data Exploration Cycle framework.
● Modelling
● Evaluation
Activity: Brainstorm around the theme provided and
set a goal for the AI project. Learn problem
● Discuss various topics within the given theme and scoping and ways to
select one.
set goals for an AI
● List down/ Draw a mind map of problems related to
project.
the selected topic and choose one problem to be
AI Project Cycle

the goal for the project.

Problem Identify stakeholders
Activity: To set actions around the goal. involved in the
Scoping
● List down the stakeholders involved in the problem. problem scoped.
● Search on the current actions taken to solve this
Brainstorm on the
problem.
ethical issues involved
● Think around the ethics involved in the goal of your
around the problem
project.
selected.
Activity: Data and Analysis
Understand the
● What are the data features needed?
iterative nature of
● Where can you get the data?
problem scoping for in
● How frequent do you have to collect the data?
the AI project cycle.
● What happens if you don’t have enough data?
● What kind of analysis needs to be done?
Foresee the kind of
● How will it be validated?
data required and the
● How does the analysis inform the action?

147
 kind of analysis to be
done.

Share what have the

Presentation: Presenting the goal, actions and data. students discussed so
far.

Activity: Introduction to data and its types. Identify data

Data requirements and find
Acquisition ● Students work around the scenarios given to them reliable sources to
and think of ways to acquire data. obtain relevant data.

Session: Data Visualization

To understand the
● Need of visualizing data purpose of Data
● Ways to visualize data using various types of Visualization
graphical tools.
Data
Recommended Activity: Let’s use Graphical Tools
Exploration
● To decide what kind of data is required for a given Use various types of
scenario and acquire the same. graphs to visualize
● To select an appropriate graphical format to acquired data.
represent the data acquired.
● Presenting the graph sketched.

Session: Decision Tree

● To introduce basic structure of Decision Trees to Understand, create

students. and implement the
concept of Decision
Recommended Activity: Decision Tree Trees.

● To design a Decision Tree based on the data given.

Modelling Recommended Activity: Pixel It

● To create an “AI Model” to classify handwritten Understand and

letters. visualize computer’s
● Students develop a model to classify handwritten ability to identify
letters by diving the alphabets into pixels. alphabets and
● Pixels are then joined together to analyze a pattern handwritings.
amongst same alphabets and to differentiate the
different ones.

Session: Introduction to neural network

● Relation between the neural network and nervous

system in human body
● Describing the function of neural network.
Neural Network

Understand and
Recommended Activity: Creating a Human Neural appreciate the concept
Network of Neural Network
through gamification.
● Students split in four teams each representing input
layer (X students), hidden layer 1 (Y students),
hidden layer 2 (Z students) and output layer (1
student) respectively.
● Input layer gets data which is passed on to hidden
layers after some processing. The output layer

148
 finally gets all information and gives meaningful
information as output.

Recommended Activity: Introduction to Learn basic

programming skills
programming using Online Gaming portals like Code
through gamified
Combat.
platforms.

Session: Introduction to Python language

● Introducing python programming and its

applications
Introduction to Python

Practical: Python Basics

● Students go through lessons on Python Basics

(Variables, Arithmetic Operators, Expressions,
Data Types - integer, float, strings, using print () Acquire introductory
and input () functions) Python programming
skills in a very user-
● Students will try some simple problem-solving friendly format.
exercises on Python Compiler.

Practical: Python Lists

● Students go through lessons on Python Lists

(Simple operations using list)

● Students will try some basic problem-solving

exercises using lists on Python Compiler.

ASSESSMENT
After completion of each unit, the students can be evaluated on the basis of the following skills:

Conceptual Skills Technical Skills Life Skills

- Conceptual understanding of AI - Ability to use AI Powered Tools - Thinking Skills

- AI applications and three domains - Troubleshooting Skill - Problem Solving
of AI - Basic programming skills - Creative thinking
- Knowledge Enhancement in 3 AI - Basic Python - Critical Thinking
Domains: Data, Computer Vision & - Decision Making Skills
Natural Language Processing - Social Skills - Teamwork
- Mind mapping - Team Building Skills
- Problem Identification - Leadership
- Data Acquisition - Self-Awareness
- Data Exploration - Empathy
- Graphical Representation - Effective Communication
- Neural Network Skills
- Oral & Written
Presentation

149
Appendix 2
Artificial Intelligence Curriculum
(Class 10)

UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL

INTRODUCTION Foundational Session: What is Intelligence?

TO AI concepts of AI
Session: Decision Making.
● How do you make decisions?
● Make your choices!
Session: what is Artificial Intelligence and what is not?

Basics of AI: Let’s Session: Introduction to AI and related terminologies.

Get Started ● Introducing AI, ML & DL.
● Introduction to AI Domains (Data, CV & NLP)
Session: Applications of AI – A look at Real-life AI
implementations

Session: AI Ethics

AI PROJECT Introduction Session: Introduction to AI Project Cycle

CYCLE
Problem Scoping Session: Understanding Problem Scoping & Sustainable
Development Goals

Data Acquisition Session: Simplifying Data Acquisition

Data Exploration Session: Visualizing Data

Modelling Session: Introduction to modelling

● Introduction to Rule Based & Learning Based AI
Approaches
● Introduction to Supervised Unsupervised &
Reinforcement Learning Models
● Neural Networks
Evaluation Session: Evaluating the idea!

ADVANCE Recap Session: Jupyter Notebook

PYTHON
Session: Introduction to Python

Session: Python Basics

DATA Introduction Session: Introduction to Data Science

SCIENCES
Session: Applications of Data Science

Session: Revisiting AI Project Cycle

Concepts of Data Session: Python for Data Sciences

Sciences
Session: Statistical Learning & Data Visualization

Activity: Personality Prediction

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 UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL

K-nearest neighbour
Session: Understanding K-nearest neighbour model
model

COMPUTER Introduction Session: Introduction to Computer Vision

VISION
Session: Applications of CV

Concepts of Session & Activity: Understanding CV Concepts

Computer Vision ● Pixels
● How do computers see images?
● Image Features
OpenCV Session: Introduction to OpenCV

Hands-on: Image Processing

Convolution Operator Session: Understanding Convolution operator

Activity: Convolution Operator

Convolution Neural Session: Introduction to CNN

Network
Session: Understanding CNN
● Kernel
● Layers of CNN
Activity: Testing CNN

NATURAL Introduction Session: Introduction to Natural Language Processing

LANGUAGE
PROCESSING Session: NLP Applications

Session: Revisiting AI Project Cycle

Chatbots Activity: Introduction to Chatbots

Language
Session: Human Language VS Computer Language
Differences

Concepts of Natural Hands-on: Text processing

Language ● Data Processing
Processing ● Bag of Words
● TFIDF
● NLTK
EVALUATION Introduction Session: Introduction to Model Evaluation

Confusion Matrix Session & Activity: Confusion Matrix

Evaluation Score Session: Understanding Accuracy, Precision, Recall & F1

Calculation Score
Activity: Practice Evaluation

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Appendix 3
AI Learning Indicators

Areas Class 8 Class 9/10

Knowledge What is AI? Why AI /Why not AI?
Understanding AI Why? What other possibilities?
Pedagogy- Brainstorming/Concept Pedagogy-
maps, Venn Diagrams Discussion/Debate
Questioning, NLR- Comparison
Matrix

Skills Inquiry / Questioning Skills Inquiry / Questioning Skills

Prerequisite skills Generating Ideas – Critical & Communicating
Skills to be Computer skills Creative thinking
acquired/developed Critical Thinking
Technical Through Creative games /Skills Through Creative games /Skills
Competencies for based problem solving challenges based problem solving challenges
Artificial Intelligence (AI) /Designing /Designing
Data Introduction to all three domains Building conceptual understanding
Computer Vision (CV) Data and skill development in one domain
Natural Language CV of AI -
Processing (NLP) NLP Data
Using all three domains in different CV
challenging games to identify AI in NLP-
different context Gaining competency in NLP.
Learning basics of Python

Attitude Initiative Initiative

Positive Thinking Success Vs failure
Positive Thinking
Life Skills to be Thinking Skills Thinking Skills /Social Skills
developed Social Skills Emotional Skills

Program course to be In one academic session In one academic session

covered
Mentoring & feedback Face to face Face to face
Suggestive Activities Online Online
Online Newsletter for all levels on the Online Newsletter for all levels on the
work in AI all across participating work in AI all across participating
schools schools

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Appendix 4

AI Capabilities

AI has been an academic area of study for many years with lots of dips on the way to its progress; in recent
times it is increasingly becoming an enabler for a variety of technologies and appliances that impact our daily
lives. Also, with the ever-increasing computing power, lesser cost of data storage and immense data
available, there is a boom of technological innovations, which should make us believe that ‘AI Spring’ has
arrived. So, AI is marching ahead to be the mainstream of the mainstream disciplines of study that it
connects.

problem
scoping
PLANNING

data acquisition

image
recognition data
VISION exploration

machine vision decision tree &

modelling

speech to Text
SPEECH
Artificial Intelligence (AI) content
Text to Speech identification

Natural languagr Processing

(NLP) classification

machine
Machine translation
learning Deep Learning
text generation
ROBOTICS

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Appendix 5

AI Integrated Lesson - Assessment Rubric

Given below are the indicators that can be used if teacher needs to assess students’ performance for their
AI Integrated lesson plan activity. They may modify it suited to the needs of the lesson and student needs.

30–19 18–7
6–0
Clearly shows Somewhat shows
Minimally shows
understanding of topic understanding of topic
Content understanding of course
content. Provides suffi content.
content.
cient supporting Provides some supporti
Provides little supporting
evidence when needed. ng evidence when
evidence though needed.
Understands needed.
applications of AI in
subject learning.
5–4 3–2 1–0

Clearly makes Somewhat makes Minimally makes

connections to other connections to other connections to other
Application
relevant ideas, relevant ideas, relevant ideas, concepts,
concepts, texts, and/or concepts, texts, and/or texts, and/or real-world
real-world examples of real-world examples of examples of AI though
AI as appropriate. AI as appropriate. needed.
5-4 3-2 1-0

Practice Clearly demonstrates Somewhat demonstrate Minimally demonstrates

preparation & practice s preparation & practice preparation & practice of
of AI based applications of AI based applications AI based applications
5-4 3-2 1-0
Participation
Fully participates in AI Somewhat participates Minimally participates in
integrated lesson. in AI integrated lesson. AI integrated lesson.
5-4 3-2 1-0
Commitmen
Initiates and Completes the AI Does not complete the
t
experiments with AI based research in a AI research in a timely
tools. timely manner. manner.
Total Points /50

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Appendix 6

AI versus Virtual Reality (VR); AI versus Internet of Things (IOT);

Artificial Intelligence VS Virtual Reality

Artificial intelligence is using an artificial obsolete intelligence to function the same way as we humans
want it to work. We program it the way we want to, we specify the limits, we specify the loops; it’s like giving
a machine an artificial human brain so it can function on those areas where human interception is difficult.
AI is directly related to machine learning, it’s like the things we teach to them is what we will get in return as
feedback.

Virtual Reality, on the other hand is to make virtual environment a form of reality for human needs - may be
for an entertainment point of view. VR is a gadget technology which focuses on 3d visualization of graphics
and generating a view which tops the graphic user interface. It’s like creating an environment which we’ve
always wanted in true reality.

Artificial Intelligence VS Internet of Things

Artificial Intelligence is a field of computer science in which a machine is equipped with the ability to mimic
cognitive functions of a human (or any being that is capable of cognitive thinking) that can make decisions
based on its past experiences or responding to an action that it was completely unaware of until that time. It
is given a goal and it continuously tries to improve its performance from its past actions to the best reach of
the goal. An AI machine will be equipped with a learning mechanism and a neural network -something similar
to a brain- which enables a cognitive ability, where the machine will learn by understanding and adapting to
the environment that it is surrounded with and making rational decisions. You can never know what an AI
machine is capable of until it actually does that.

Internet of Things is the internetworking of physical devices like vehicles, buildings, electronic devices,
sensors, actuators etc. that are capable of communicating among themselves (sensor1 to sensor2, sensor2
to sensor3 and so on) or with the external environment (sensor to vehicles, vehicles to humans) that are
equipped with devices capable of communicating over a network. In IoT, the devices are given a fixed set of
commands like:

Switch off the lights when a person leaves the room. (let's say communication between a light and a
wearable device on the person based on GPS)

Open the garage door when a car approaches (communication between a sensor 1 on garage door and
a sensor 2 on the car)
In IoT, the capabilities of a machine already exist and you use it according to your feasibility.

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Appendix 7

Translating AI on Ground

Creating the Mindset

The aim is to familiarize students into understanding the AI Program. The foundation on which AI is built
upon is Patterning; Data Interpretation; Sorting; Comparing; Classifying; Identifying. The AI Applications that
surround us are proof of innovation; we need to prepare ourselves to unlearn, learn and relearn!

Preparatory Groundwork

Reading and gathering all the information one can get about ‘what is AI and what is not’ - is imperative for a
better understanding of the subject. We need to be prepared to connect to new learning on the basis of our
previous knowledge. – Read, Research, Inquire, Ask Questions, Watch Videos, Discuss, walk through Malls,
Airports, Hospitals and try to figure out where do you find AI in operation.

To be a Good Facilitator

Learning to facilitate is learning to know the difference between when to guide/suggest and when to allow
students to figure out and understand for themselves, question, hypothesize and take the challenge.
Being a Facilitator is mostly about how to motivate, encourage and simplify.
Learning to use appropriate vocabulary while giving feedback, is the skill set, most required by a Facilitator.
Give feedback in a positive manner to inspire students to explore and persevere in their learning.

Mentoring & Monitoring

Ensure that continuity is maintained in mentorship and monitoring the students’ learning. Online feedback,
Interactive discussions on problems and challenges are some of the effective ways to assist this.

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Appendix 8

Artificial Intelligence Tools – a ready reference

S, No. AI Tool Explanation Link

1 Autodraw Autodraw is an AI enabled tool which is based on the https://autodraw.com

domain of Computer Vision in which the machine
identifies the pattern of your drawing and accordingly
maps it with the most similar image. This tool shows
various options trying to predict what the user is trying
to draw. For example, if a user is trying to draw a tent
and he starts with drawing a basic triangle, the machine
will compare his/her drawing and show the possible
outcomes for the same. The user can then select out of
them which one is the most appropriate for him/her.

2 Quickdraw Quickdraw is a google experiment, an AI tool based on https://quickdraw.with

neural network in which the machine learns to recognize google.com/
doodles/objects from the user's drawings. By playing
this game, you will be adding your drawings to the
world's largest doodling data set. After clicking on let's
draw! the player will see the name of the object on the
screen. While drawing the object within a timer of 20
seconds, the machine analyses the pattern and the
shape of the drawing and simultaneously tries to guess
the object that the player is trying to draw.

3 Rock, Paper In this game, an artificially intelligent system learns to https://www.afiniti.co

& Scissors identify patterns of a person's behaviour by analyzing m/corporate/rock-
their decision strategies in order to predict future paper-scissors
behaviour. This game is based on the AI domain "Data"
where the machine collects and analyses data to predict
future outcomes. Click on play the game to get started!

4 Cosine Words are considered to be n-dimensional entities in the

Similarity AI domain of "NLP" which can have more information
than we can visualize. The statements which are to be
processed in an AI algorithm are considered as vectors
that have an amplitude and a direction by definition of a
vector. In order to compare two statements to identify
how similar they are, the cosine angle between the two
statements is calculated. According to the cosine
similarity model, the statements whose cosine angle is
the smallest are closest to each other in terms of the
words used in them.

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5 Data Data acquisition refers to acquiring authentic data
Acquisition crucial for the AI model from reliable sources. The data
acquired can then be divided into two categories:
Training Data and Testing Data. The AI model gets
trained on the basis of training data and is evaluated on
the basis of testing data.

There can be various ways in which students can collect

data. Some of them are:

• Surveys
• Web Scraping – data.gov.in, kaggle.com
• Sensors
• Cameras
• Observations
• Application Program Interface

6 Data After acquiring data comes the need to analyze the https://datavizcatalog
Exploration data. For this, they need to visualize the acquired data ue.com
in some user-friendly format so that they can:
● Quickly get a sense of the trends, relationships and
patterns contained within the data.
● Define strategy for which model to use at a later stage.
● Communicate the same to others effectively.
Data Exploration refers to visualizing the data to
determine the pattern, relationships between elements
and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in
the next stage of the AI project cycle. To visualize the
data, various types of visual representations can be
used such as diagrams, charts, graphs, flows and so on.

7 Inkle Writer Inkle writer is a free tool designed to allow anyone to www.inklewriter.com
write and publish interactive stories. It's perfect for
writers who want to try out interactivity, but also for
teachers and students looking to mix computer skills
and creative writing.

8 Kuki Mitsuku, or Kuki the world's best conversational chat bot https://www.pandorab
Chatbot (according to folks like Google AI Research). It can be ots.com/mitsuku/
used to chat on any topic and see the visualized form of
the subject.

9 GoArt AI It uses an algorithm inspired by the human brain. It uses https://goart.fotor.com

Photo the stylistic elements of one image to draw the content /
Effects of another.

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10 Mystery An AI experiment developed by Google based on the AI https://mysteryanimal.
Animal domain "NLP" In this game, the computer pretends to withgoogle.com/
bean animal and the player needs to guess the animal
by asking 20 yes/no questions. The player asks
questions to the machine via microphone to which the
machine will respond either in Yes or No and according
to the answers, the player needs to modify his/her
questions to guess the animal. Upon opening the
website, click on preview it now! to start.

11 Semantris A Google experiment, Semantris is a word association https://research.googl

game powered by machine learning. Each time you e.com/semantris/
enter a word that is associated with the target word, the
AI looks at all the words in play and chooses the ones it
thinks are most related.

12 Ethics in AI Artificial intelligence is a field that is boundless in today's https://www.moralma

time. There are a lot of scenarios that tell us that ethical chine.net/
issues exist around AI. Hence, it is important to have an
understanding of ethics in AI and to have ethical
guidelines which can guide us in such conditions where
there is no clear definition of what is right or wrong.

13 AI Project AI Project cycle is a framework which is used to design

Cycle an AI project. The project cycle consists of 5 stages
namely: Problem scoping, Data acquisition, Data
Exploration, Modelling and Evaluation.

14 Problem Problem scoping refers to understanding a problem and

Scoping finding out various factors that affect the problem. In this
stage of the AI project cycle, 4W problem canvas
method is used that helps the user answer questions
related to the problem thereby arriving at a definite
problem statement. The 4Ws are Who, What ,
When/Where and Why. The answers to these questions
lead to a problem statement.

15 AI Modelling Data is the fuel of artificial intelligence. A machine is said https://teachablemac

to be artificially intelligent if it gets trained and can make hine.withgoogle.com/
decisions/ predictions on its own and learns from its own
experience and mistakes. In the modelling stage, data
is split to training set and testing set. The model is
trained on the training set from which it makes its own
rules that helps the machine to give an output and the
model is then evaluated on the testing set.

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16 Classificatio Classification is a part of supervised learning model. https://teachablemac
n Classification models work on labelled dataset and are hine.withgoogle.com/
used to predict the label/class of the testing dataset
which is unknown to the machine. For example, an AI
model is trained on a labelled dataset of 100 images of
apples and 100 images of bananas. The machine gets
trained on the dataset by extracting features from the
dataset and understands what features will classify an
image as an apple or a banana. To test the machine,
random images of an apple/banana are fed to the AI
model and the output will be classification of apples and
bananas.

17 Possibilities To understand the possibilities that AI has to offer to us, Research Template
in AI an activity to research about various companies or
organizations who are working towards incorporating AI
into their respective fields.

18 Google Map Google Maps is a web mapping service developed by

Google. It offers satellite imagery, aerial photography,
street maps, 360° interactive panoramic views of streets
(Street View), real-time traffic conditions, and route
planning for traveling by foot, car, bicycle and air (in
beta), or public transportation.

19 My Story My Story time is a new Google Experiment web https://experiments.wi

Time: application which allows users to record stories to play thgoogle.com/my-
back on Google assistant devices. Record stories from storytime
anywhere and play them back at home with Google
assistant

20 Google Google Lens is an image recognition technology https://lens.google.co

Lens developed by Google, designed to bring up relevant m/
information related to objects it identifies using visual
analysis based on a neural network.

21 Emoji Emoji Scavenger Hunt is a browser-based game built https://emojiscavenge

Scavenger with machine learning that uses your phone's camera rhunt.withgoogle.com
Hunt and a neural network to try and guess what it's seeing. /
... js, the game is built to run efficiently on your phone's
web browser without needing to access backend
servers.

160
22 Akinator Akinator is a computer game and mobile app. During https://en.akinator.co
gameplay, it attempts to determine what fictional or real- m/
life "character" the player is thinking of by asking a
series of questions. It uses an artificial
intelligence program that learns the best questions to
ask through its experience with players.

To begin the questionnaire, the user must press the play

button and think of a popular character, object or other
things that frequently come to mind (musician, athlete,
political personality, video game, mother or father, actor,
fictional film/TV character, Internet personality, etc.).
Akinator, a cartoon genie, begins asking a series of
questions (as many as required), with "Yes", "No",
"Probably", "Probably not" and "Don't know" as possible
answers, to hack down the potential character. If the
answer is narrowed down to a single likely option before
25 questions are asked, the program will automatically
ask whether the character it chose is correct. If the
character is guessed wrong three times in a row (or
more, usually in intervals of 25, 50, and 80), then the
program will prompt the user to input the character's
name, to expand its database of choices

23 Google Google Earth, formerly Keyhole Earth, is a computer https://www.google.c

Earth program that renders a 3D representation om/earth/
of Earth based primarily on satellite imagery. The
program maps the Earth by superimposing satellite
images, aerial photography, and GIS data onto a 3D
globe, allowing users to see cities and landscapes from
various angles. Users can explore the globe by entering
addresses and coordinates, or by using
a keyboard or mouse

24 Photo Photo Creator is AI enabled tool that lets creators make https://photos.icons8.
Creator custom photos for their specific stories instead of com/creator
searching for the ready-made images that suit their
goals more or less.

25 Neural Neural networks are loosely modelled after how the Human Neural
Network human nervous system works. A neural network is Network activity
essentially a system of organising machine learning
algorithms to solve problems for which the dataset is
very large. Simply put, a neural network is divided into
multiple layers and each layer is further divided into
several blocks called nodes. The first layer is the input
layer where no processing occur. The whole processing
operation occur at the hidden layers. Each node of the
hidden layer is a machine learning algorithm. the output
from each node is then passed to the subsequent nodes

161
 in the hidden layer. Lastly, an output layer that gives a
result based on the analysis conducted from the hidden
layer.

26 Loopy Loopy is an opensource tool to understand the concept http://ncase.me/loopy

of system maps. A system map shows the components /
and boundaries of a system and the components of the
environment at a specific point in time. With the help of
system maps, one can easily define a relationship
amongst different elements which come under a
system. The map shows the cause & effect relationships
of elements with each other with the help of arrows. The
arrow-had depicts the direction of the effect and a sign
(+ or -) shows their relationship. A + sign indicated
positive relationship and a - sign indicates negative
relationship between the elements. Considering the
data features of any problem to be solved, a system
map can be drawn.

27 Evaluation Evaluation is a stage in the AI project cycle where the

performance of the model is evaluated based on certain
metrics such as accuracy, precision and so on. This
gives a clear idea to the user to compare the
expectations with the actual results.

28 Decision Decision Tree is a rule based AI model to solve

Tree classification or regression problems which helps the
machine in predicting the element with the help of
various rules fed to it. A decision tree looks like an
inverted tree where root is at the top and the tree further
divides into branches, nodes and leaves. Root is the
starting point of a decision tree. Depending on the rules,
the tree splits further into various branches that lead to
an end point known as a leaf. Each leaf of the tree is
labelled with a class.

29 Infinite Drum Infinite Drum Machine is an AI experiment developed by https://experiments.wi

Machine Google to understand how unsupervised learning thgoogle.com/ai/drum
works. In this experiment, thousands of known sounds -machine/view/
are fed to the machine. The sounds are not labelled and
the machine does not have any information on the
sounds in the dataset. The AI system analyses the data
fed to it and clusters similar sounds together. These
clusters are visible on the screen as different colours.
The dots appearing on the screen are the sound clips
and they have been clustered together on the basis of
factors such as frequency, amplitude, pitch.

162
30 Quillionz For assessing and improving the efficiency of question https://www.quillionz.
generation (except HOTS), this software can be used to com/
generate questions efficiently.

31 swiggy.com Swiggy is India's largest and most valuable online food https://www.swiggy.c
ordering and delivery platform. Once you enter your om/
preferences, you will get delivery of food at your
doorstep. This is one of the AI tools as it takes the data
from the user according to his liking and deliver the food
items.

32 VOKI Voki is an AI based educational tool for teachers and https://www..voki.com

students, that can be used to enhance instruction, /
engagement, and lesson comprehension. Voki can be
used in class (for student work), as an animated
presentation tool, for student assignments, and as a
virtual supervised discussion forum (Voki
Hangouts).Voki characters can look like historical
figures, cartoons, animals, and more

33 AI Dungeon The learner should enter the link, start a new game, as https://play.aidungeo
a single player, with custom settings. They may not n.io/
begin conversing with the AI. The facilitator prompts
certain keywords that can be used by the learners, to
initiate a conversation with the AI. The response from AI
is noted by the learner, and discussed with the facilitator

34 Virtual Virtual mirror/Virtual trial room: Globally, the fashion https://www.veromod

Mirror industry is a huge industry so it’s no surprise that AI a.in/upto-50-
technologies are being used across a wide range of vm?gclid=CjwKCAjwk
applications from helping design clothes, optimizing dL6BRAREiwA-
manufacturing, and hyper personalized marketing. kiczPCPI0wIaRgEZE
sk1Wvl4r6jq6vPVCu
KEf0Pl1GNOB7ruNT
Ur0e5KhoCcXEQAvD
_BwE

35 AI Thing This experiment lets you take a picture of something to https://thing-

Translator hear how to say it in a different language. It’s just one translator.appspot.co
example of what you can make using Google’s machine m/
learning API’s, without needing to dive into the details of
machine learning.

36 Google It is an AI powered virtual assistant which can engage

Assistant in two-way conversation. Users can interact with this
tool through natural voice. It offers voice commands,

163
 voice searching letting you complete a number of tasks
by saying “OK Google” or “Hey. Google” wake words.

37 Quizlet It can be used to display hints about a pet animal and https://quizlet.com/en
the children have to guess it and then the correct option -gb/features/live
may be viewed by them to check.

38 Poem POEMPORTRAITS is an experimental, collective https://artsexperiment

Portraits artwork, woven at the intersection of AI and human s.withgoogle.com/poe
creativity - combining poetry, design and machine mportraits
learning - conceived by artist and designer Es Devlin in
collaboration with Google Arts & Culture Lab and
creative technologist Ross Goodwin.

In this, the user is required to feed in a word to begin the

interaction after which the tool gives out two lines which
can be used by the users to continue writing a poem.

39 Imaginary “Imaginary Soundscape” is a web-based sound http://www.imaginary

Soundscape installation, focusing on this unconscious behavior, soundscape.net/
where viewers can freely walk around Google Street
View and immerse themselves into imaginary
soundscapes generated with deep learning models.

The soundscapes generated by the AI sometimes

amaze us by meeting our expectation, but occasionally
ignore the cultural and geographical context (the sound
of waves on an icy field of Greenland for instance).
These differences and mistakes lead us to contemplate
how the imagination works and how fertile the sound
environments surrounding us are. By externalizing our
synesthetic thinkings, we tried to shed lights on the
power of imagination we all share.

40 Scribbling Language and images are closely intertwined: We think https://experiments.wi

Speech in pictures and we explain facts as spatial thgoogle.com/scribbli
constellations. What if the spoken word could be ng-speech
transformed into dynamic visual worlds in real time?
Speech input, machine learning and recurrent neural
networks for image generation allow computers to
generate complex imaginary worlds that follow the
narrator and thus create complex animations controlled
by linguistic structures.

164